ISBN 978-602-14018-1-1

English
vocabulary
English reading
vocabulary language
language writing
English
learning language
writing
writing vocabulary
reading
reading language

learning
English speaking

English
learning
language
writing
speaking

The
International
Conference
2014
Solo, 7 - 9 October 2014

PROCEEDINGS
English Language Curriculum Development:
Implications for Innovations in Language Policy and Planning,
Pedagogical Practices, and Teacher Professional Development

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY BOOK 1
SEBELAS MARET UNIVERSITY
 ISBN 978-602-14018-1-1

The
International
Conference
2014
Solo, 7 - 9 October 2014

PROCEEDINGS
English Language Curriculum Development:
Implications for Innovations in Language Policy and Planning,
Pedagogical Practices, and Teacher Professional Development

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
We would Like to Thank the Sponsors of the Event

Melayani Negeri, Kebanggaan Bangsa

 FOREWORD

These proceedings feature 335 papers out of 531 papers presented at the The 61st
TEFLIN International Conference. Enmeshed in the theme, “English Language Curriculum
Development: Implications for Innovations in Language Policy and Planning, Pedagogical
Practices, and Teacher Professional Development”, the papers present different lines of
scholarship which address such topics as (1) language policy, (2) language planning, (3) needs
analysis, (4) language syllabus and lesson planning, (5) language materials evaluation and
development, (6) instructional design and language teaching methodology, (7) instructional
media and technology, (8) language classroom management, (9) language testing and
assessment, (10) language program evaluation, and (11) teacher professional development.
The proceedings are alphabetically organized based on authors‟ names.
All the papers in these proceedings were not peer-reviewed, but the papers published
in these proceedings met the basic requirements set out by the committee. All the papers do
not exceed a total of five pages (including tables, figures, and references). In the editing
process, the editors extended the maximum page limit up to six pages in order to include more
papers.
Neither the Conference Committee nor the Editors are responsible for the content,
outlook, opinions, and arguments made in the papers. The sole responsibility concerning the
ethical aspect, validity of methodology, and political views in the papers rests with the
individual authors.
Finally, we would like to extend our sincere gratitude to all of the paper presenters
who have shared their bright and inspiring ideas at the conference, and to the board of
reviewers and editors who have worked hard in screening all the submitted abstracts. We do
hope that readers enjoy reading the papers in the proceedings and find them enlightening and
useful.

Surakarta, 7 October 2014

The Committee

iii
 A List of Internal and External Reviewers for Abstracts Submitted
for The 61st International TEFLIN Conference

The organizing committee of the 61st International TEFLIN Conference would like to acknowledge the
following colleagues who served as anonymous reviewers for abstract/proposal submissions.

Internal Reviewers

Chair
Joko Nurkamto (Sebelas Maret University, INDONESIA)

Members
Muhammad Asrori (Sebelas Maret University, INDONESIA)
Abdul Asib (Sebelas Maret University, INDONESIA)
Dewi Cahyaningrum (Sebelas Maret University, INDONESIA)
Djatmiko (Sebelas Maret University, INDONESIA)
Endang Fauziati (Muhammadiyah University of Surakarta, INDONESIA)
Dwi Harjanti (Muhammadiyah University of Surakarta, INDONESIA)
Diah Kristina (Sebelas Maret University, INDONESIA)
Kristiyandi (Sebelas Maret University, INDONESIA)
Martono (Sebelas Maret University, INDONESIA)
Muammaroh (Muhammadiyah University of Surakarta, INDONESIA)
Ngadiso (Sebelas Maret University, INDONESIA)
Handoko Pujobroto (Sebelas Maret University, INDONESIA)
Dahlan Rais (Sebelas Maret University, INDONESIA)
Zita Rarastesa (Sebelas Maret University, INDONESIA)
Dewi Rochsantiningsih (Sebelas Maret University, INDONESIA)
Riyadi Santosa (Sebelas Maret University, INDONESIA)
Teguh Sarosa (Sebelas Maret University, INDONESIA)
Endang Setyaningsih (Sebelas Maret University, INDONESIA)
Gunarso Susilohadi (Sebelas Maret University, INDONESIA)
Hefy Sulistowati (Sebelas Maret University, INDONESIA)
Sumardi (Sebelas Maret University, INDONESIA)
Anam Sutopo (Muhammadiyah University of Surakarta, INDONESIA)
Dewi Sri Wahyuni (Sebelas Maret University, INDONESIA)
Agus Wijayanto (Muhammadiyah University of Surakarta, INDONESIA)
Tri Wiratno (Sebelas Maret University, INDONESIA)

External Reviewers (Referees)

Chair
Handoyo Puji Widodo (The University of Adelaide, AUSTRALIA)

Members
Helena I. R. Agustien
Adcharawan Buripakdi
Pisarn Chamcharatsri
Patrisius Istiarto Djiwandono
Christine Manara
Julius C. Martinez
Selim Ben Said
Nugrahenny T. Zacharias
(Universitas Negeri Semarang, INDONESIA)
(Walailak University, THAILAND)
(University of New Mexico, USA)
(Universitas Ma Chung, INDONESIA)
(Payap University-Chiang Mai, THAILAND)
(Ateneo de Manila University, THE PHILIPPINES)
(Chinese University of Hong Kong, HONG KONG)
(Satya Wacana Christian University-Salatiga, INDONESIA)

iv
 TABLE OF CONTENTS

Cover ............................................................................................................................................................. i
Foreword ....................................................................................................................................................... v
Table Of Contents ......................................................................................................................................... vi

I. Language Policy and Language Planning

1. Exploring Innovative Framework to Observe ESP Curriculum in Higher Education Context
Adriadi Novawan .................................................................................................................................. 1
2. Which One is Better; KTSP (School-based Curriculum) or 2013 English Curriculum?
Alma Prisilya ....................................................................................................................................... 6
3. Teachers‟ Responses toward 2013 Curriculum: After a Year of Implementation
Arina Shofiya ....................................................................................................................................... 10
4. Standardizing Core Competence in the Curriculum of Academic Education for Prospective English
Teachers in Indonesia
Budi Setyono ......................................................................................................................................... 14
5. English as Medium of Instruction and Students‟ Language Attitude (A Case of Ex-RSBI Senior
Secondary Schools in Pekanbaru)
Bukhori ................................................................................................................................................. 19
6. Implementing KKNI in Developing English Curriculum for Shipbuilding Polytechnic
Desi Tri Cahyaningati .......................................................................................................................... 23
7. The Emergence of Interference in Students Foreign Language Acquisition
Dyah Kusumastuti ............................................................................................................................... 27
8. Sole Use of English in EFL Classroom: Pragmatism or Belief
Eka Afrida Ermawati and Wahyu Kartika Wienanda ........................................................................... 29
9. Teachers‟ Beliefs in Teaching Reading towards National Examination Challenge in Indonesia
Intan Kusumawardhani and Erwin Suhendra ...................................................................................... 33
10. The Impacts of Integrated Curriculum
Maya Defianty and Ummi Kultsum ...................................................................................................... 37
11. Nuclear Stress: A Candidate of Factors Determining Global Intelligibility of EFL Speakers‟ Speech
Moedjito ............................................................................................................................................... 41
12. Back to Basics: Improving Pre-service Teachers‟ Quality by Designing Sound Curriculum for
Teaching Practicum Program
Nurrahma Sutisna Putri ....................................................................................................................... 45
13. Restructuring English Curriculum: The Implementation of English Corner (EC) in SD
Muhammadiyah 8 DAU Malang
Puji Sumarsono .................................................................................................................................... 48
14. The Relevance of the Competence Based Curriculum with the Units of Standard Competencies for
the ESP Courses of Tourism Students
Ratnah and Faradillah Saputri............................................................................................................. 52
15. Media Literacy: A Salient Concept for English Language Curricula Planning
Riani Inkiriwang Winter, Laksmi Mayesti Wijayanti, Sandra Sembel, and Alfred Inkirawang ............ 56
16. The Contributions of Anthropological Studies to the Usage of Genres in TEFL
Saiful Anwar Matondang ...................................................................................................................... 60
17. The English Teachers‟ Perceptions toward School-based Curriculum (SBC) and 2013 Curriculum;
Complaints, Comparisons and Contrasts (An Investigation on English Teachers‟ Perceptions in
Pekalongan)
Sarita Dewi Matra ................................................................................................................................ 63
18. The 2013 English Curriculum: Prospects and Challenges
Shirly Rizki Kusumaningrum 67
19. Challenges and Recommendations on the Implementation of 2013 Curriculum
Siti Muniroh .......................................................................................................................................... 71
20. A Cognitive Linguistic Analysis of “Dream” Metaphors in Basic Reading I Course
Truly Almendo Pasaribu ....................................................................................................................... 76

II. Needs Analysis

21. Needs Analysis for Developing Supplementary Reading Materials of Automotive Students of
Vocational High School
Alfiyati, Tety Mariana .......................................................................................................................... 80

v
22. Designing the English Textbook with Cultural Based Activities Used for Teaching “Bahasa Inggris
I” at IAIN Raden Fatah Palembang
Annisa Astrid ........................................................................................................................................ 84
23. Designing an ESP Course: English for Law
Ayu Fatmawati ..................................................................................................................................... 88
24. Needs Analysis for Pre-departure Training Program
B. Yuniar Diyanti .................................................................................................................................. 91
25. The Effect of Slang Language on The Indonesian Teen Manners Ethical (study on student in IKIP
PGRI Madiun, school year 2013/2014 )
Ervan Johan Wicaksana ....................................................................................................................... 94
26. The Students‟ Ability and Problems in Writing a Descriptive Essay across Different Levels
( A case study in One University in Karawang)
Fikri Asih Wigati .................................................................................................................................. 99
27. Teaching Academic Writing based on Need Analysis for Indonesian EFL Learners at University
Hari Prastyo ......................................................................................................................................... 104
28. Designing Needs Analysis-Based English Training Materials for Tourist Drivers as a Means of
Transportation Service in Yogyakarta
Hermayawati ........................................................................................................................................ 108
29. ESP Syllabus: Compromising Needs and Wants in Higher Education
Ismail Petrus......................................................................................................................................... 112
30. Needs Analysis of Indonesian Freshmen‟s Writing at University of Indonesia: Problems and
Solutions
Istianah Ramadani................................................................................................................................ 117
31. A Needs Analysis of Deaf and Hard-of-hearing Students in Learning English as a Foreign
Language at Inclusive Higher Education
Iswahyuni and Dian Inayati ................................................................................................................. 121
32. Assessing the Needs of the College Students of the Hotel and Restaurant Department in English
Competences for International Careers within ASEAN Countries
Kun Aniroh Muhrofi and Gunadi ......................................................................................................... 125
33. The Role of Need Analysis in Teaching ESP for Nursing
M. Mujtaba Mitra Z. ............................................................................................................................ 130
34. The Importance of Needs Analysis in ESP Materials Design for Hotels and Restaurants Training
Program
Made Budiarsa ..................................................................................................................................... 135
35. Native-like Accent: A Myth or a Goal? A Study on Learner Preferences for English Accents
Monica Ella Harendita ......................................................................................................................... 138
36. The Effect of Students‟ Speaking learning Techniques (Role Play and Group Discussion) and
Cognitive Styles (Field Independent and Field Dependent) Towards the students‟ Speaking Ability
Rachmi and Destiani Rahmawati ......................................................................................................... 142
37. Investigating the Listening Needs of English Education Department Students at Universitas Ahmad
Dahlan
Rahmi Munfangati ............................................................................................................................... 145
38. Incorporating Students‟ Needs into a Course Design: An Example for Designing a Course of
English Correspondence for Economics and Business Students
Rini Intansari Meilani ......................................................................................................................... 149
39. Need Analysis in Learning English for Non English Native Speakers Students in Learning English
at SMP Muhammadiyah 2 Surabaya
Rizka Safriyani ..................................................................................................................................... 153
40. Planning an ESP Course: Analyzing the Needs of Students in an IT Company
Rohaniatul Makniyah ........................................................................................................................... 157
41. Rational Persuasiveness of Arguments in Debate
Ryan Marina ......................................................................................................................................... 161
42. Needs Analysis for Operators of Petrochemical Companies Studying at English Training Center,
Bontang, East Kalimantan
Yulia Hapsari ...................................................................................................................................... 165

III. Language Syllabus and Lesson Planning

43. A Proposed Multicultural English Curriculum Towards AEC for Young Learners
Agnes Widyaningrum............................................................................................................................ 169

vi
44. The Use of Modern Drama on the Curriculum Framework in Teaching English as a Foreign
Language Context
Astri Hapsari ........................................................................................................................................ 173
45. 21st Century Learning Design Project Based Learning: School Campaign for Better Future
Betty Sekarasih Hadi Yani .................................................................................................................... 176
46. Integrating Concept of Entrepreneurship as a Life Skill in the Teaching Media Syllabus in
Universitas Brawijaya
Devinta Puspita Ratri .......................................................................................................................... 181
47. Redesigning the course of Morphosyntax for English Language Education Students
Intan Pradita ........................................................................................................................................ 185
48. English Teacher‟s Difficulties in Designing Lesson Plan Based on 2013 Curriculum
(A Case Study in a Senior High School in Cipatat, West Java)
Jasmi..................................................................................................................................................... 189
49. Active Learning Strategies: A Model of Teaching Academic Writing
Listyani ................................................................................................................................................. 192
50. Designing Need-Based Syllabus for Engineering Students of Banjarmasin State Polytechnic
Nurfitriah and Ninit Krisdyawati ......................................................................................................... 196
51. Added Values in the Topics and Materials for Certain English Subjects
Peter Angkasa....................................................................................................................................... 199
52. Developing a Speaking Class Syllabus for the Intensive English Course for the First-Year Students
at IAIN Antasari Banjarmasin
Raida Asfihana ..................................................................................................................................... 203
53. Writing Critical Reviews in a Content-Based Language Curriculum
Roger Palmer ....................................................................................................................................... 208
54. Analyzing Advertisement as an Alternative Way to Teach Semiotics: A Lesson Plan
Susi Herti Afriani .................................................................................................................................. 212

IV. Language Materials Evaluation and Design

55. Developing English Teaching Materials for 4th Grade Students of SDIT Al-Kautsar Sukoharjo
Ahmad Dadang Pramusinta ................................................................................................................. 218
56. A Proposed English Syllabus and Instructional Materials for the Seventh Grade Students of SMP
Negeri 2 Tarakan
Aries Utomo and Winarno .................................................................................................................... 222
57. An Updated Framework of ESP Program Evaluation
Arnis Silvia ........................................................................................................................................... 226
58. Using Series Pictures to Develop the Students‟ Ideas in English Narrative Writing
Aschawir Ali and Uswatun Hasanah 233
59. An Evaluation of an ESP Textbook From Lecturers‟ Perspectives: The Case of English for Islamic
Studies Book
Burhanudin Syaifulloh .......................................................................................................................... 237
60. EFL Teachers‟ Perceptions on Designing and Evaluating Language Materials : A Case Study
Dony Alfaruqy ...................................................................................................................................... 241
61. Enriching Vocabulary Intake through Book Flood Project
Dwi Wulandari ..................................................................................................................................... 246
62. The Comparison between EFL Textbook Evaluations in 2013 Curriculum and KTSP Curriculum
Eka Herdiana Susanto .......................................................................................................................... 250
63. Designing an ESP Speaking for Journalism Class – A Case Study
Erlin Estiana Yuanti ............................................................................................................................. 254
64. Designing a Model of English Learning Materials for Eleventh Grade Vocational High School
Students of Visual Communication Design Department based-on School Based Curriculum
Evi Puspitasari ..................................................................................................................................... 258
65. The Analysis of Appropriate Texts in Reading Comprehension Skills and Strategies 4 Textbook for
Use by the Students of the English Department of UNESA
Fauris Zuhri ......................................................................................................................................... 262
66. Developing Model for Teaching Paragraph Writing Using Thematic Progression Patterns with
Jingle Button Technique
Farikah ................................................................................................................................................. 266
67. Bringing Englishes in Language Classrooms
Flora Debora Floris ............................................................................................................................. 271

vii
68. Challenges and Opportunities in Developing Blended Culture ELT Materials for Vocational High
School
Hesti Wijaya ......................................................................................................................................... 274
69. Material Development and Collaborative Teaching for English for Agriculture (ESP)
I Gusti Ayu Gde Sosiowati .................................................................................................................... 278
70. Exploring Students‟ Ability and Problems in Writing Academic Paper
Ilham..................................................................................................................................................... 282
71. The Analysis of Teachers‟ Preparation in Using English Textbook
Intan Satriani ........................................................................................................................................ 288
72. Language Learning Activities in the Scientific-Method-Step-Based Classroom
Joko Priyana......................................................................................................................................... 291
73. Native English Teacher Examining Bilingual Essays Written by Students of Indonesian-English
Translation Class: The Case of English Education Department of Purworejo Muhammadiyah
University
Junaedi Setiyono................................................................................................................................... 295
74. Challenges in Material Development
Kusumarasdyati .................................................................................................................................... 299
75. The Analysis of Thematic Progression in Evaluating EFL Writing
Linda..................................................................................................................................................... 303
76. Developing Supplementary Reading Materials for the Seventh Grade Students of SMP Negeri
Surakarta based on Curriculum 2013
Makmun Syaifudin ................................................................................................................................ 307
77. Mini Saga as a Tool to Improve Students‟ Ability in Writing and Editing
Maria Zakia Rahmawati ....................................................................................................................... 311
78. English Literature in Indonesian High School Curriculum: Are We Ready Yet?
Maulidia Rahmi .................................................................................................................................... 315
79. Developing Listening Supplementary Materials for the Seventh Grade Students based on
Curriculum 2013
Mokhamad Sabil Abdul Aziz ................................................................................................................. 321
80. Evaluating and Adapting Reading Materials to Develop Vocabulary and Reading Skills of
Engineering Students at Politeknik Negeri Bandung
MV. Joyce Merawati, Sri Dewiyanti ..................................................................................................... 325
81. Silver Linings Textbook: An Appraisal of 2013 Curriculum-Based Commercial English Course
Books for Senior Secondary School Students
Ni Wayan Sukraini and I Gusti Agung Paramitha Eka Putri ............................................................... 329
82. Developing Short Video-Based Materials for Teaching English for General Purposes (EGPs) in
College and University
Nur Saptaningsih .................................................................................................................................. 333
83. Picture Story Books for Extensive Reading in Madrasah Tsanawiyah
Nur Taslimah ........................................................................................................................................ 338
84. Manga Comics as Appealing Extensive Reading Materials for the Tenth Graders of Senior High
School
Paramita Anggraini .............................................................................................................................. 343
85. Adjusting Language Teaching in Polytechnic to Requirements of Industry
Perwi Darmajanti ................................................................................................................................. 347
86. Developing Song-based Materials to Teach English for Grade VII Based on Curriculum 2013
Primanda Dewanti................................................................................................................................ 351
87. Semi-structured Speaking Games and Materials to Develop Young Learners‟ Automaticity and
Fluency
Rani Yusnita ......................................................................................................................................... 355
88. The Use of Textbook in Teaching and Learning Process (A Case Study of Two EYL Teachers)
Riana Herlinda ..................................................................................................................................... 359
89. Critical Analysis of a Unit of a Textbook Using Critical Applied Linguistics and Critical Discourse
Analysis
Rina Agustina ....................................................................................................................................... 363
90. The Realization of Collocation in EFL Students‟ Written Texts across Three Proficiency Levels
Saudin ................................................................................................................................................... 367
91. Increasing Students‟ Cultural Awareness by Using Film in Teaching Cross Cultural Understanding
Serliah Nur ........................................................................................................................................... 371

viii
 92. The Linguistic Factors for Readability ( A Discourse Analysis of English Student Book for Senior
High Schools of Surakarta)
Sri Handayani....................................................................................................................................... 374
93. An Evaluation Study: The Effectiveness of English Language Coursebook Entitled When English
Rings the Bell
Teguh Ariebowo.................................................................................................................................... 377
94. Grammatical Problems Encountered by Students in Translating English into Indonesian
and Indonesian into English
Thathit Manon Andini........................................................................................................................... 382
95. A Prototype for EFL Learners: How to Use Discourse Markers in Various Writing Genres
Titik Rahayu ......................................................................................................................................... 387
96. Writing to „Negotiate‟ Versus for Writing to „Report‟
Widhiyanto............................................................................................................................................ 391
97. Incorporating Culture in Developing English Textbook through Theme-based Approach
Winarti .................................................................................................................................................. 396
98. Reflective Pedagogy: A Strategical Response toward Current Curriculum in Indonesia
Yohanes Heri Pranoto .......................................................................................................................... 399
99. Evaluating English Textbooks in Three Different Senior High Schools for Grade X: A Case Study
in School A, School B, School C Tangerang
Christine Carolina and Yonathan winardi ........................................................................................... 404
100. The Importance of Indonesian Realistic Picturebooks for the Teaching of English Language and
Indonesian Culture to Young Learners
Yosep Bambang Margono Slamet ......................................................................................................... 408
101. Investing in Academic Speaking through Guided Extensive Reading: A Case Study in Extensive
Reading Class at English Department Mataram University Indonesia
Yuni Budi Lestari and Kamaludin Yusra .............................................................................................. 412
102. The Cultural Content of Globally-designed English Course Books and Their Implication in ELT
Martono ................................................................................................................................................ 416
103. Problematising Culture Content in ELT Textbooks: A Case of Indonesia
Syahara Dina Amalia ........................................................................................................................... 421

V. Instructional Design and Language Teaching Methodology

104. Application of Reactive Incidental Focus on Form to English Learning
A.A. Raka Sitawati, I Wayan Dana Ardika, and Ni Ketut Suciani ........................................................ 427
105. Teaching Sociolinguistic Competence to English Learners in Indonesia
Adnan Zaid ........................................................................................................................................... 431
106. Incorporating Cross-Cultural Speech Acts into EFL Teaching: A Specific Case of Apologizing in
Bahasa Indonesia and Australian English
Adrefiza ................................................................................................................................................ 434
107. Scientific Approach in Language Teaching
Agus Widyantoro .................................................................................................................................. 437
108. Interactive Approaches to Literature: Some Strategies in Literary Teaching
Ali Mustofa ........................................................................................................................................... 441
109. Error Analysis to Compositions with Legal Topics
Amriyati ................................................................................................................................................ 446
110. Improving Student‟s Translation Skill by Using Interactive Method for the Sixth Semester Students
of English Department in 2013 – 2014 Academic Year
Anam Sutopo......................................................................................................................................... 450
111. Scaffolding for Peer Feedback Session: What, Why, and How?
Anita Kurniawati .................................................................................................................................. 455
112. Yogyakarta (Indonesia) EFL Teachers‟ Conceptualization of Pedagogical Content Knowledge in
Their Instructional Curriculum Design and Practices
Anita Triastuti....................................................................................................................................... 459
113. A Phonological Outlook on the Difficulties of Learning English and Its Implication on the
Teaching English as a Foreign Language
Annur Rofiq .......................................................................................................................................... 467
114. The Effectiveness of Process Approach in Teaching Writing Viewed from Students‟ Level of
Creativity and Its Implication towards Writing Assessment
Arina Rohmatika................................................................................................................................... 470

ix
 115. Blended Learning in Teaching Reading: A Pedagogical Practice to Teaching English as a Foreign
Language in an Indonesian University Context
Asih Wahyuni, Lestari Sukartiningsih, and Atti Herawati .................................................................... 474
116. Implementing KWL Strategy in Teaching Reading for Non-English Department Students
Atiqah Nurul Asri ................................................................................................................................. 477
117.. The Use of Videos to Improve Young Learners‟ Speaking Ability
Atri Nadia Astarina .............................................................................................................................. 481
118. Designing The ICTs-Based Blended Learning of English Phonology with Assure Model
Badaruddin, Irvan Al Rajab, St. Hajar ................................................................................................. 485
119. The New Literacy of the Digital Age: Using Electronic Books in the Classroom as a Teaching
Strategy for Young Learners
Brigitta Septarini Rahmasari................................................................................................................ 489
120. Teaching Politeness Norms in English Classes at a Tourism College
Budi Purnomo....................................................................................................................................... 493
121. The Effect of Using Mind Mapping Technique on the Students‟ Grammar Achievement
Chrisna Irmawan Suseno and Sunoko Setyawan 497
122. The Debate on Written Corrective Feedback: Its Importance and Implication for Academic Writing
Instruction in EFL Settings
Dang Arif Hartono ............................................................................................................................... 501
123. Inquiry-Based Teaching (IBT) to Teach Reading for English for Academic Purposes (EAP): Its
Strengths, Limitations, and Students‟ Achievements (A Case Study on Teaching Reading for EAP
for UNS Graduate Students)
Desy Khrisdiyanti ................................................................................................................................. 505
124. Designing Communication Strategy in the English Speaking Class at University
Dewi Kencanawati................................................................................................................................ 509
125. Promoting Students‟ Reading Comprehension Using Question to Author (QtA) to the Eleventh
Grade Students of MA Darrussyafaat
Dewi Sartika and Ana Susilawati ......................................................................................................... 513
126. Integrating Traditional Games into the EYL Classroom
Dian Maya Kurnia ................................................................................................................................ 516
127. Developing Teaching and Learning Instrument of English for Nursing „Daily Communication in
Nursing‟ through Contextual Approach based on Character Education
Dodi Mulyadi ........................................................................................................................................ 519
128. Fishbowl Strategy: An Effective Way to Improve Students‟ Speaking Ability
Dominicus Yabarmase .......................................................................................................................... 524
129. The Use of Cell Phone in the Teaching of Integrated English Course: A Technique to Cultivate
Autonomy Learning
Dwi Fita Heriyawati ............................................................................................................................. 527
130. Reading Tree in Paragraph Writing Class: A CAR Experience with LEP (Limited English
Proficient) Students
Ekaning Dewanti Laksmi ...................................................................................................................... 530
131. Developing a Skopos-based Translation Activity: From an Offer of Information with a Translation
Brief to a Translatum
Eko Setyo Humanika............................................................................................................................. 533
132. Process of Teaching English Practice at Islamic School in Banten Based on Culture and Religion
Values to Developing Student Character
Eulis Rahmawati and Encep Supriatna ................................................................................................ 537
133. The Implementation of Theory-Based Practice Method to Teach ESP Course for Students of
English Education of IAIN Tulungagung: Students‟ Responses
Erna Iftanti ........................................................................................................................................... 541
134. Improving Students‟ Writing Skill by Using Think-Pair-Think-Share
Ernadewi Kartikasari ........................................................................................................................... 544
135. Translation Strategies Adopted by English Department Students in Coping with Non Equivalence
Problems
Esti Junining ......................................................................................................................................... 548
136. Integrating Reading and Writing in Academic Writing Class
Fernandita Gusweni Jayanti ................................................................................................................ 552
137. The Effectiveness of Integrated Cooperative Learning Method for Reading and Writing to Improve
the Competence of Writing News Exposition among Students of Madrasah Tsanawiyah
Firman .................................................................................................................................................. 556

x
138. Implementing 3D Animation Film as a Device to Enhance Students‟ Speaking Skill for 1A Grade
Students of IKIP PGRI Madiun
Fitra Pinandhita ................................................................................................................................... 560
139. The Use of the Inductive Teaching Approach with Videoed Teaching Models to Improve Students‟
Understanding on Language and Language Learning Concepts
Gunarso Susilohadi .............................................................................................................................. 564
140. Do University Students Need Games?
Ida Zuraida Supri ................................................................................................................................. 567
141. The Implementation of Teaching English Writing to Young Learners with Visual Impairments
Indah Okitasari..................................................................................................................................... 571
142. Peer Response: Making It Work in an EFL Classroom
Indrawati .............................................................................................................................................. 575
143. Jazz Chants for Young Learners (A Case Study in TK Bina Insani Semarang)
Indri Kustantinah and RR Festi Himatu Karima .................................................................................. 579
144. Cyber Pal Project (CPP): Building A Cross-cultural Communication through Facebook
Inggrit O. Tanasale .............................................................................................................................. 582
145. Culture Studies Technique to Raise the Students‟ Speaking Ability
Irene Trisisca Rusdiyanti ...................................................................................................................... 587
146. An Instructional Design Model for Classroom Discourse Acquisition: Helping Pre-service Non-
native English Teachers Acquire Classroom Language
Irma Windy Astuti ................................................................................................................................. 590
147. Note-Taking in Interpreting Class
Issy Yuliasri .......................................................................................................................................... 595
148. Teaching through Examples: A Meaningful Way to Teach Academic Writing
Istiqlaliah Nurul Hidayati .................................................................................................................... 598
149. The Implementation of Role Play: Classroom Practice and Students‟ Perception
Ivonne Susan......................................................................................................................................... 602
150. The Global Village – A School of Motivation
Ria Fitriersya and Jennifer Zirbes ....................................................................................................... 606
151. Genre-Based Approach in Teaching Writing Islamic History Text
Jhems Richard Hasan ........................................................................................................................... 611
152. The Students‟ Perception of The Teacher‟s Tasks and Their Accomplishment in the Speaking Class
Isnaini Nur Safitri, Joko Nurkamto, and Sumardi ................................................................................ 615
153. Teaching Reading and Writing to English Department Students of Low Proficiency
Julia Eka Rini ....................................................................................................................................... 621
154. The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners‟
Hortatory Exposition Writing
Katharina Rustipa ................................................................................................................................ 625
155. Show, Tell, and Demonstrate: Tapping into Students‟ Multiple Intelligences (MI) in the Teaching
of English
Khoiriyah and Fathur Rohman ............................................................................................................. 629
156. The Use of Pedagogical Humor as a Motivational Teaching Strategy in an Indonesian Institute of
Information and Technolgy
Kisno ..................................................................................................................................................... 633
157. Finding Non-native English Literatures‟ Place in English for Young Learners (EYL) Classes
Kornellie Lorenzo Raquitico ................................................................................................................ 637
158. Inserting Technology on Performing Drama: Improving Students‟ Motivation on Learning English
as Foreign Language
Lia Agustina ......................................................................................................................................... 641
159. The Non-English Students‟ Responses Toward The Use of Reading-while-Listening in Listening
Class of TOEFL Preparation Course
Lukman Hakim ..................................................................................................................................... 645
160. Utilizing Project-based Learning to Raise Pre-service English Teachers‟ Critical Thinking
Lulus Irawati ........................................................................................................................................ 650
161. The Implementation of Whole Brain Writing Game in Teaching Writing
Lusiana Dewi Kusumayati .................................................................................................................... 654
162. A Collaborative Writing Technique to Improve Students‟ Skill in Writing Argumentative Essay (A
Classroom Action Research at the Fourth Semeseter Students of English Education Department of
IKIP PGRI Bojonegoro in the Academic Year of 2013/2014)
M. Ali Ghufron ..................................................................................................................................... 658

xi
163. Frame Variations of a Discussion for Teachers‟ Alternatives in a Classroom Presentation
Malikatul Laila ..................................................................................................................................... 663
164. The Effectiveness of Using Numbered Heads Together Technique in Teaching Reading
Comprehension to the Eighth Grade Students of Junior High School
Martriwati and Muhamad Hagi Firdaus .............................................................................................. 666
165. Fostering Students‟ Wisdom in an Interactively Argumentative Writing Project
Marwito Wihadi .................................................................................................................................... 669
166. Instructional Model of English Speed Reading (Research and Development at Christian University
of Indonesia)
Masda Surti Simatupang ...................................................................................................................... 674
167. Content Based Instruction and Study Skills for English Teaching at Tarbiyah Faculty of IAIN
Raden Intan Lampung
Melinda Roza ........................................................................................................................................ 677
168. Developing Video-based Supplementary Materials to Teach Speaking Skill Based on Curriculum
2013 for the Seventh Grade Students
Monika Widyastuti Surtikanti ............................................................................................................... 681
169. Roles of Feedback to Overcome Grammatical Problems of Academic Writing in EFL Class
Muchlas Suseno .................................................................................................................................... 685
170. The Effect of Process-product Approach to Writing on EFL Learners‟ Writing Accuracy
Mujiono ................................................................................................................................................ 689
171. Utilizing Video to Promote Students Expressions Skill in Speaking
Nanik Mariyati ..................................................................................................................................... 693
172. Improving the Students‟ Reading Skill Using Interactive Model of Reading and Group Work
Ngadiso ................................................................................................................................................. 697
173. Picture Mapping Method and Storytelling: A Way to Promote 21st Century Skills
Novi Yanthi, Winti Ananthia, and Margaretha Sri Yuliariatiningsih ................................................... 701
174. Genre-based Creative Writing for High School Students, Why Not?
Nur Arifah Drajati ................................................................................................................................ 705
175. The Efficacy of Workshop Model in Teaching Reading Comprehension
Paldy..................................................................................................................................................... 709
176. Facilitating Relevance of Classroom Pedagogy and Professional Needs in an EFL Medical English
Paulus Widiatmoko ............................................................................................................................... 713
177. The Implementation of Content-based Instruction in Mathematics‟ Teaching and Learning Process
at an International School
Puput Arianto ....................................................................................................................................... 718
178. Reflective Learning Journal ( Theory and Empirical Studies in EFL Classroom)
Rasuna Talib......................................................................................................................................... 722
179. Improving X IIS 3 of SMAN 7 Malang Students‟ Ability in Listening Comprehension through Fun
Activities: All Ears; Listen and Stand Up
Ratna Nur’aini ...................................................................................................................................... 726
180. Teaching Intensive Reading through Different Scaffolding Strategies in the Bilingual Classroom
Context
Refi Ranto Rozak .................................................................................................................................. 730
181. A Case Study of Enhancing Inference Skills in Reading Comprehension through Directed Reading-
Thinking Activity
Reisa Dewita Prima and Lanny Hidajat ............................................................................................... 736
182. The Effectiveness of Graphic Organizer in Teaching Listening Viewed from Students‟ Motivation
Rengganis Siwi Amumpuni ................................................................................................................... 740
183. Effecting Change in Language Classroom Dynamics through Discourse
Rick Arruda .......................................................................................................................................... 744
184. Does the Magic of Cooperative Learning Still Work?
Risa Leynes Pangilinan ........................................................................................................................ 748
185. Active Learning: The Elaboration of Experiences and Knowledges Inquiry-Based Teaching in
Enriching Students‟ Reading Skill
Risqi Ekanti Ayuningtyas Palupi .......................................................................................................... 752
186. The Efficacy of Role-play in Speaking Class: An Experimental Research
Rizki Februansyah ................................................................................................................................ 756
187. A Self Narrative of an EFL Learner‟s Experience about Learner Beliefs and Language Learning
Rudi Haryono ....................................................................................................................................... 760

xii
188. The Effectiveness of Self-monitoring Approach to Reading and Thinking (SMART) to Teach
Reading Viewed from Students‟ Reading Anxiety
Ruliq Suryaningsih ............................................................................................................................... 763
189. The Influence of Team-based Learning on the Students‟ Learning
Rusiana ................................................................................................................................................. 767
190. The Development of Tudassipulung Cooperative Learning Model in Improving Students
Motivation to Succeed
Rustan Santaria and Rusdiana Junaid ................................................................................................. 771
191. Incorporating Characters into English Language Teaching: A Lesson Planning
Sajidin................................................................................................................................................... 776
192. Cooperative Learning: Promoting the Four Pillars of Education in English Foreign Language
Classroom of Higher Education
Sari Karmina ........................................................................................................................................ 780
193. Improving Speaking Achievement Using Sharing Time at the Sixth Semester Students of English
Department of Almuslim University
Silvi Listia Dewi ................................................................................................................................... 784
194. Postcards to Java Encourages Students to Write
Siti Aisyah and Matthew Borden .......................................................................................................... 789
195. Encouraging ESP Students‟ Activeness by Point Reward
Siti Asiyah ............................................................................................................................................. 792
196. Teacher‟s Code-Switching to L1 in an English as a Foreign Language Classroom in a Senior High
School in Banten
Siti Rosmalina Nurhayati...................................................................................................................... 795
197. Triple Coaching Method for English Business Class
Somariah Fitriani ................................................................................................................................. 799
198. Enhancing Students‟ Paragraph Writing Ability through Cooperative Learning : A Classroom
Action Research at The English Education Department, Ahmad Dahlan University Yogyakarta
Soviyah ................................................................................................................................................. 803
199. Peer-Tutorial Project in Increasing Students‟ Achievement in Speaking Skill
Sri Damayanti....................................................................................................................................... 807
200. The Effectiveness of Using Carousel Brainstorming Technique to Teach Writing Viewed from
Students‟ Self-Actualization
Sri Lestari ............................................................................................................................................. 810
201. Developing Rural EFL Students‟ Writing Skill by Using Cooperative Learning to Promote
Character Building
Sri Sarwanti .......................................................................................................................................... 815
202. “What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text ( A Classroom
Action Research at the Eleventh Grade Students of MA Muhammadiyah Malang in Academic Year
of 2013/ 2014)
Sri Wahyuni .......................................................................................................................................... 818
203. The Strategies Employed by the Students of Manado State College for Islamic Studies (Sekolah
Tinggi Agama Islam Negeri Manado/ STAIN Manado)
Srifani Simbuka .................................................................................................................................... 822
204. Developing Character Values in the Teaching of Narrative Texts Using Genre Based Approach (A
Case Study at a Senior High School in Bandung)
Susanti Retno Hardini .......................................................................................................................... 826
205. Movie Making: A More Effective and Fun Method in Teaching Speaking (An Empirical Study)
Susiati ................................................................................................................................................... 830
206. The Use of Songs for Promoting Student Participation in the Teaching of English Structure
Suwartono and Dewi Puji Rahadiyanti ................................................................................................ 834
207. The Effect of Task-supported Teaching on Students‟ Accuracy in Using Particular Grammatical
Forms during Communicative Task
Sya’baningrum Prihhartini................................................................................................................... 838
208. De-Fossilizing and Fragmenting Students‟s Stand-Still TOEFL Score Attainments
Tedi Rohadi .......................................................................................................................................... 842
209. Students‟ Attitudes towards Cooperative Learning in Enhancing Their Motivation to Speak
Tina Priyantin....................................................................................................................................... 846
210. Is It a Necessity to Teach Summary Writing as an Attempt to Improve English Proficiency in ESP
Class?
Titien Indrianti ..................................................................................................................................... 850

xiii
211. Using Personal Blog as Learning Log in Project Based Learning
Titis Agunging Tyas .............................................................................................................................. 854
212. The Effectiveness of Process-Oriented Approach toward Students' Achievement in Learning
Argumentative Paragraph : A Study at the English Department of IKIP Mataram in the Academic
Year of 2009/2010 - The Third Semester
Udin ...................................................................................................................................................... 857
213. Developing EFL Speaking Materials for the Second Semester Students of STAIN Samarinda
Umar Fauzan ........................................................................................................................................ 861
214. Implementing Audio Diaries as a Daily Speaking Task
Yulia Pasca Ispri Parmatasari ............................................................................................................. 865
215. Using Video Games in EFL Classrooms to Enhance Students‟ 21 st Century Skills
Yuliani Kusuma Putri ........................................................................................................................... 868
216. The Importance of IBT to Teach Writing in Indonesian Junior High School
Yusi Rahmawati .................................................................................................................................... 872
217. The Development Process of Students‟ Metacognitive Skill in Listening during the Implementation
of Intralingual Subtitling Project
Zainal ‘Arifin ........................................................................................................................................ 874
218. Improving Effective Study Groups in Speaking Class through Inside-Outside Circle
Ellisa Indriyani P.H., Teguh Sarosa, and Martono .............................................................................. 878
219 SFL Genre-Based Pedagogi and Student Empowerment
Emi Emilia ............................................................................................................................................ 882
220. Preparing the Students to be the Champion in Speech Contest
Lanjar Utami ........................................................................................................................................ 887
221. Yarsi University Program to Meet the Demand of Student‟s English Fluency with TOEIC as the
Assessment Tool
Nanda Octavia ...................................................................................................................................... 891

VI. Instructional Media and Technology

222. The Effectiveness of Teaching Reading Comprehension Recount Text by Using Facebook
Abdul Hanip and Lailatus Sa’adah ...................................................................................................... 895
223. Puppet and Pop up Pictures as the Story Telling Media to Build Students‟ Motivation in English
Competition
Ratih Yulianti and Mohammad Adnan Latief ....................................................................................... 900
224. Improving Students TOEFL Scores Using TOEFL iBT PRACTICE Android Application
Afif Ikhwanul Muslimin ........................................................................................................................ 906
225. Using Films as Media to Teach Literature
Amalia Hasanah ................................................................................................................................... 911
226. Improving Vocabulary Achievement of the XI Grades of SMKN 1 Pakong-Pamekasan through
Interactive Crossword Puzzle
Andik Tohari ......................................................................................................................................... 915
227. Students‟ Perceptual Beliefs about the Information Technology for Language Learning
Antonius Suratno, Cecicila T. Murniati, and Emilia Ninik Aydawati ................................................... 919
228. The Use of Smartphone to Develop English Skills
Claudius Bona ...................................................................................................................................... 923
229. Redesigning Instructional Media in Teaching English of Elementary Schools‟ Students:
Developing Minimum Curriculum
Dwi Astuti Wahyu Nurhayati ................................................................................................................ 927
230. Prezi: An Online to Offline „Zooming‟ Presentation Software in Oral English for Academic
Speaking Students
Dwi Rosita Sari .................................................................................................................................... 932
231. A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation Models for
Integrating „The Knowledge Age‟ Information and Communication Technologies (ICTs) into
School
Ferry Hidayat ....................................................................................................................................... 935
232. The Effectiveness of Using Tell Me More to Assist Teaching Pronunciation of English Viewed
from Students‟ Self Confidence
Hasan Zainnuri..................................................................................................................................... 942
233. Blended Classroom in English Writing Class: A Pilot Project
I Made Rajeg and Ida Bagus Putra Yadnya ......................................................................................... 946

xiv
234. Integrating Video in the Corrective Feedback Practice: Voices from Indonesia
I Putu Ngurah Wage Myartawan and Luh Diah Surya Adnyani .......................................................... 951
235. A New Face of Teaching Technique by Making Use of a Popular Social Medium Facebook:
Effective or Not?
Karunia Purna Kusciati and Ardianna Nuraeni................................................................................... 955
236. Analysis of Multimodality on L2 Learners as Reflected in Their CAF of the Spoken Performance
Lasim Muzammil .................................................................................................................................. 960
237. Moodle and Reading Comprehension Materials for the EFL Students
Lilik Ulfiati, Dedy Kurniawan, and Failasofah .................................................................................... 964
238. Developing Multi-media Speaking Material for University Students by Integrating Local Tourism
Attractions
Melania Wiannastiti, Wiwik Andreani, and Bambang Gunawan Santoso............................................ 968
239. Blog and Culture Integration to Teach English for SMK Learners
Melati, Radiatan Mardiah, Lilik Ulfiati ............................................................................................... 972
240. Developing an Audio Media with Scripted Songs and Its Effect: A Way Out for Fun Learning for
TEYL
Ni Made Ratminingsih .......................................................................................................................... 976
241. An Accordion Book Project for Reluctant Writers
Nurul Hasanah Fajaria ........................................................................................................................ 980
242. The Utilization of Online Learning for English Classes based on Need Analysis
Rizki Farani .......................................................................................................................................... 984
243. Listening to Write: Writing Narrative Using Narrative Learning Multimedia (NLM)
Setyo Prasiyanto Cahyono.................................................................................................................... 987
244. Improving EFL Learner Speaking Ability by Using Digital Series Pictures
Siti Umasitah ........................................................................................................................................ 992
245. IT, Knowledge and Practice: Blending Together in Facilitating Teaching and Learning Listening in
EFL Setting
Stella Prancisca .................................................................................................................................... 995
246. Students‟ Perception of the Use of Search Engine (ICT) as Teaching Media in Reading Course
Sudiran ................................................................................................................................................. 999
247. Students‟ Attitudes to Podcast as a Supporting Media for Enhancing Listening Skill: A Study of
Tanjungpura University Students
Suparjan ............................................................................................................................................... 1003
248. Utilizing Different Kinds of Technology and Genre-based Approach for Teaching Writing in an
ESP Class
Suparmi ................................................................................................................................................ 1007
249. Children‟s Literature: The Relationship between Literary Text and Media Used in Young Learners‟
Class
Tri Wahyuni Chasanatun ...................................................................................................................... 1013
250. Motivating Students through EDMODO (A Blended Learning in Grammar Class)
U. Komara and Junjun Muhamad Ramdani ......................................................................................... 1016
251. The Implementation of Three Techniques for Teaching Literal Reading and English for Young
Learners
Yansyah ................................................................................................................................................ 1020
252. „Mobile Comics‟ as a Media to Enhance Literature‟s Sense to Young Learners
Yulis Setyowati ..................................................................................................................................... 1024

VII. Language Classroom Management

253. An Introduction to Peer Assessment of Oral Presentations 1027
David James Townsend ........................................................................................................................
254. Cultivating Pre-service Teachers‟ Classroom Management Skills through Teaching Practicum: A
Reflective Practice 1031
Debora Tri ragawati.............................................................................................................................
255. Teaching English to Large Multilevel Classes Majoring in Math, Biology and Chemistry by Using
„Burst the Balloon‟ and „Talking Chips‟ Techniques
Elvina Arapah....................................................................................................................................... 1034
256. English Classroom Management: A Case Study of Islamic International Primary School
Elys Rahayu Rohandia Misrohmawati ................................................................................................. 1039

xv
 257. The Transactional Expressions of the Teachers and the Students in Target Language Class
Fatimah Hidayahni Amin ..................................................................................................................... 1043
258. A Study of Foreign Language Anxiety of ESNED Students at Informatics and Computer Science
Department
Fatimah and Agus Gozali ..................................................................................................................... 1046
259. The Impact of Learning Style on Language LearningStrategies of L2 learners
Fauziah and Rasi Yugafiati .................................................................................................................. 1050
260. Classroom Management Talk: From Theory to Practice
Maemuna Muhayyang and Muhammad Amin Rasyid .......................................................................... 1055
261. Framing In-class Debate: Reflection of Academic Debate Practices to the Principles of Language
Pedagogy
Guk Sueb............................................................................................................................................... 1059
262. The Application of Students Centered Learning through Presentation in Public Speaking Class of
English Department Student
Gusti Nur Hafifah ................................................................................................................................. 1064
263. Bringing Additional Values into Translation Class for English Department Students: A Teacher‟s
Idea
I Gusti Agung Sri Rwa Jayantini and Desak Putu Eka Pratiwi ............................................................ 1068
264. Student Talk Encountered in Intensive Course Classes of an English Department in a University in
Surabaya
Welly Adi Nata and Johanes Leonardi Taloko ..................................................................................... 1072
265. Fostering Students‟ Good Character Values through Peer Teaching
Listyaning Sumardiyani ........................................................................................................................ 1076
266. An Analysis of Code-mixing and Code-switching in EFL Tecahing of Cross Cultural
Communication Context
Martin Kustati ...................................................................................................................................... 1079
267. The Use of Web-Based Resources Technique to Improve Students‟ Reading Skill of Expository
Text (A Classroom Action Research of the Second Semester Students of IKIP PGRI Bojonegoro,
in the Academic Year 2012/2013)
Meiga Ratih .......................................................................................................................................... 1083
268. The Students‟ Experience on Group Work in the Conversational English Class
Muamaroh ............................................................................................................................................ 1088
269. The Implementation of Curriculum 2013 in English Class: Integrating Competencies in English
Class (A Case Study Conducted at Class 9A of SMP IT Ibnu Abbas Klaten in the Academic Year
of 2013/2014)
Nur Eka Yulia Ngestia .......................................................................................................................... 1092
270. The Poster Presentation: An Exercise for High School Students in Emerging Creativity, Leadership
and Teamwork in English and Arts Class
Saffa Inayati and Nur Arifah Drajati.................................................................................................... 1096
271. Politeness Inclination of Teacher and Students in an EFL Classrooms Interaction
Senowarsito .......................................................................................................................................... 1100
272. Students‟ Perceptions on ORSA (Orderly Rows Seating Arrangement) in EFL Classroom
Slamet Wahyudi Yulianto...................................................................................................................... 1105
273. Regulative and Instructional registers of an EFL Lecture in Indonesian University Context
Sunardi ................................................................................................................................................. 1109
274. Maximum English in Minimum Classes: Teaching English with Limited Facilities in Remote Area
Titis Sulistyowati .................................................................................................................................. 1114
275. Communication Strategies Used by Indonesian Teachers in Teaching English for Libyan Kids
Zurriat Nyndia Rahmawati and Nastiti Primadyastuti ......................................................................... 1118

VIII. Language Testing and Assessment

276. The Impacts of National Testing on English Teachers‟ Pedagogy and Professionalism .....................
Abdul Kamaruddin ............................................................................................................................... 1123
277. Teacher‟s Corrective Feedback on Students‟ Spoken Errors in an EFL Classroom
Anit Pranita Devi .................................................................................................................................. 1127
278. Gender Identity of Male and Female Indonesian EFL College Students‟ Academic Essays: A
Critical Discourse Analysis (CDA)
Cintya Oktaviani and Dadan Jauhara .................................................................................................. 1131

xvi
279. Higher Education Students‟ Perception about Peer Assessment Practice
Didik Rinan Sumekto ............................................................................................................................ 1137
280. Implementing Authentic Assessment on Students‟ English Writing (A Case Study in One of Senior
High Schools in Tasikmalaya)
Erwin Rahayu Saputra and Rahmat ..................................................................................................... 1142
281. Students‟ Oral Presentation as Multimodal and Formative Assessment
Fauzul Aufa .......................................................................................................................................... 1146
282. The Challanges in Implementing Authentic Assessment in Curriculum 2013
Fitriani.................................................................................................................................................. 1151
283. Authentic Assessment and the Implication to Students‟ Self-Esteem in Teaching English at Senior
High School
Hanifatul Hijriati .................................................................................................................................. 1155
284. Language Assessment for Deaf and or Hard of Hearing (D/HH) Students in Inclusive Class
Ika Puspitasari and Iswahyuni ............................................................................................................. 1159
285. A Preliminary Research to Develop a Customized Set of Vocabulary Size Test
Laurentia Sumarni ................................................................................................................................ 1162
286. Corrective Feedback in Writing Class
Ni Luh Nyoman Seri Malin and Ni Luh Ketut Mas Indrawati .............................................................. 1166
287. The Use of Paper-based TOEFL as a Gate Keeper for Graduation: A Case Study at English
Department Universitas Mataram
Ni Wayan Mira Susanti ........................................................................................................................ 1169
288. English Teacher‟s Perspective on Authentic Assessment Implementation of Curriculum 2013
Novia Trisanti ....................................................................................................................................... 1173
289. The Effects of Time Constraints on Students‟ Writing Performance
Nur Ainani Fitria, Feny Martina, and Sadiatul Khairiyani .................................................................. 1176
290. Translation Techniques Applied by Students in Translating Explanation Text
Rahmanti Asmarani and Dyah Nugrahani ........................................................................................... 1179
291. Redefining Criteria and Standards for Composition Classes
Richard Manuputty ............................................................................................................................... 1183
292. Anxiety on the Presentation or Oral Examination in Learning ESL
Singgih Widodo Limantoro ................................................................................................................... 1187
293. Some Effective Ways to Give Feedback to the Students in Their Writing
Sri Sarjiyati........................................................................................................................................... 1192
294. A Measure of Attitude toward Peer Assessment: Reliability and Validity
Venny Karolina..................................................................................................................................... 1195
295. Leveled-integrated English Learning at LTC UMY
Noor Qomaria Agustina ....................................................................................................................... 1200

IX. Language Program Evaluation

296. Implementation of Policy of SMA School-based Curriculum of Public Senior High Schools in
Banyu Asin District of South Sumatra Province
Bambang A. Loeneto and Mardianto.................................................................................................... 1205
297. Internally Driven Program Evaluation Research in Enhancing Curriculum Development
in Teaching Grammar
Indah Winarni....................................................................................................................................... 1208
298. Evaluation of English Foundation Course in the Output Character Building Program
Ista Maharsi ......................................................................................................................................... 1212
299. The Implementation of Character Education in English Language Teaching (ELT) in Indonesia
Muhalim................................................................................................................................................ 1216
300. Evaluation and Development in English Language Teaching Programs (A Survey Study)
Muhamad Ahsanu and Agus Sapto Nugroho ........................................................................................ 1220

X. Teacher Professional Development

301. Reformation in Teachers‟ Recruitment in the Effort of Developing Teachers‟ Professionalism
Abdul Muth’im ...................................................................................................................................... 1226
302. Teacher Empowerment through MGMP
Agustin Hartati ..................................................................................................................................... 1231
303. Strategies of Learning Listening Skill Employed by Indonesian EFL Learners in Relation with
Gender and Proficiency
Alfan Zuhairi and Ika Hidayanti .......................................................................................................... 1236

xvii
304. English Literacy Education in Primary Schools: Opportunities and Challenges in Global
Competitiveness
Chuzaimah Dahlan Diem ..................................................................................................................... 1241
305. TEFL Students‟ Language Learning Strategies: A Study at State Islamic College of Kerinci,
Indonesia
Dairabi Kamil, Suhaimi, Rodi Hartono, and Aridem Vintoni .............................................................. 1245
306. Students‟ Perceptions of English Teachers‟ Performances in English Language Courses in
Indonesia
Dian Kustyasari .................................................................................................................................... 1250
307. Models of EFL Teachers‟ Professional Development
Dini Kurnia Irmawati ........................................................................................................................... 1254
308. Translation Accuracy, Acceptability, and Readability of Harry Potter Novel Series into Indonesian
(Appropriate Example for Teaching Translation Subject)
Dwi Harjanti......................................................................................................................................... 1258
309. The Interactive Relationship between Pedagogical Practices and Professional Development of EFL
Teachers in Written Cycle
Dwi Winarsih ........................................................................................................................................ 1261
310. The Implementation of Curriculum 2013: What The Teachers-educators Voice
Dwiyani Pratiwi.................................................................................................................................... 1265
311. Pre-service Teachers‟ Perception on Teaching Features: A Case Study at Mulawarman University
Dyah Sunggingwati .............................................................................................................................. 1268
312. The Profile of Students‟ Critical Thinking through Their Argumentative Essay Writing
Esti Kurniasih ....................................................................................................................................... 1273
313. Challenge(s) Encountered by Novice English Teachers to Develop Their Professionalism;
A Preliminary Research Report for Further Research in Lampung Province
Feni Munifatullah ................................................................................................................................. 1278
314. Analysis of PPG Students' Peer Teaching in Applying Their Lesson Plans based on Kurikulum
2013
Frimadhona Syafri and Galuh Kirana Dwi Areni ................................................................................ 1282
315. Optimizing the Use of EDMODO Based Questioning Technique to Improve Students‟ Creativity
and Writing Achievement
Giyatno ................................................................................................................................................. 1286
316. Integrating Technology in EFL Curriculum: Determining EFL Teachers‟ Level of Technology
Literacy
Karmila Machmud ................................................................................................................................ 1290
317. Boosters and Hedges in Abstract Research Paper
Lilia Indriani ........................................................................................................................................ 1294
318. Learning Figurative Expressions Collaboratively to Support UNS BIPPA Program in the Natural
Setting
M. Sri Samiati Tarjana ......................................................................................................................... 1298
319. Experimenting Jeremiadic Approach as an Alternative for TEFL in Meeting the Demand of the
2013 Curriculum
Mister Gidion Maru .............................................................................................................................. 1301
320. EFL Pre-Service Teachers: A Study on Student Teachers‟ Teaching Competence
Muhammad Handi Gunawan and Retno Wiyati ................................................................................... 1305
321. How are Non Native Teachers of English!
Nining Ismiyani .................................................................................................................................... 1309
322. Targeting Learning Focus Under the Trees
Nisa Aulia Azam and Riza Weganofa ................................................................................................... 1312
323. Teachers‟ Professional Empowerment Through Team Teaching
Nur Endah Sulistyorini ......................................................................................................................... 1315
324. Equipping English Education Graduates with the Core Competency of English Teachers for Young
Learners through an Optional Package of Courses
Nury Supriyanti .................................................................................................................................... 1319
325. A Case Study of English Articles Acquisition of Two Indonesian English Teachers
Parawati Siti Sondari ........................................................................................................................... 1322
326. English Teachers‟ Professional Development at Hulu Sungai Selatan, South Kalimantan
Puji Sri Rahayu and Nani Hizriani ....................................................................................................... 1328

xviii
327. Students‟ Noticing of Corrective Feedback on Writing (Case Study for Low Learners)
Restu Mufanti ....................................................................................................................................... 1332
328. Indonesian Argument Style: An Analysis on the Ways Indonesian Writers Argue for Their
Research Project in Their Research Article Introductions
Safnil Arsyad and Dian Eka Chandra Wardhana ................................................................................ 1336
329. The Learning of English as a Foreign Language: What EFL Teachers Should Know
Santi Chairani Djonhar ........................................................................................................................ 1341
330. A Vignette on Reflective Teaching: Potential Challenges Faced by Future ESP Practitioners
Sari Hidayati ........................................................................................................................................ 1344
331. A Study of the English Reading Habits of EFL Students of Baturaja University
Silfi Sanda............................................................................................................................................. 1347
332. Professional Development in Integrating Technology into Teaching and Learning: EFL Teachers‟
Perspectives and Experiences
Siti Kustini and Evidoyanti ................................................................................................................... 1351
333. Professional Teacher: What, Who and How
Siti Mafulah .......................................................................................................................................... 1355
334. Presenting ESP Using Authentic Materials
Slamet Wiyono ...................................................................................................................................... 1358
335. The Relationships among Teacher Effectiveness, Self-Efficacy and Academic Achievement of
English Education Study Program Students in Three Universities in Palembang
Sri Endah Kusmartini ........................................................................................................................... 1360
336. An Inappropriate Use of Linguistic Components Found in the Composition of the Students at the
Master Level
Susanto ................................................................................................................................................. 1364
337. Teachers‟ Cognitive Coaching on Students‟ Reading Comprehension
Yayu Heryatun ...................................................................................................................................... 1368
338. The Roles of English Teacher Working Group (MGMP) to Support Teacher Professional
Development
Yusawinur Barella ................................................................................................................................ 1371
339. Exploring Professional Development of English Teachers on Writing and Its Instruction
Eun-Ju Kim ........................................................................................................................................... 1374
340. Improving Reading Comprehension of XI Social Science 2 Students of SMAN 7 Malang through
Two Stay Two Stray Technique
Nur Henik Sukriowati ........................................................................................................................... 1377

xix
 EXPLORING INNOVATIVE FRAMEWORK TO OBSERVE
ESP CURRICULUM IN HIGHER EDUCATION CONTEXT

Adriadi Novawan
Politeknik Negeri Jember
Jl. Mastrip No.164 Jember 68101
adriadinovawan@gmail.com

Abstract: The presentation offers innovative perspective on how ESP curriculum in higher education can be
explored profoundly. It ontologically views that the reality of ESP curriculum is complex which embeds on
dynamic socio-cultural context of educational programs which cannot easily be developed. Therefore, it is
inevitable to have a prolific tool to enable academics and researchers to turn the complex reality into manageable
data in order to inform curriculum development. For this purpose, Bernstein’s framework of classification and
framing (C/F), elaborated with the framework of curriculum as written, taught and experienced (C-WTE) is
introduced in this presentation. The elaborated framework is then explored to reveal its prospective and
meaningful contribution to the field of ESP in higher education.

Keywords: ESP, curriculum framework, classification and framing, higher education

Introduction
The curriculum of ESP in HE is unique and shall be considered different from that in primary and
secondary education in terms of its nature which connects the educational setting to the reality of professional
world. Thus, the notion of curriculum relevance against the reality of workplace becomes essential for engaging
ESP course. It implies the need for continuous development to follow dynamic change of social and professional
circumstances outside the educational world. Belcher’s (2004:165) statement is important to note: “A common
litany of complaints includes the observation that texts used in ESP pedagogy are too far removed from the real-
life contexts that learners aim for”.
Within the dynamic environment, regarding curriculum as simply written documents (e.g. a list of
courses or subjects) is not sufficient. Novawan (2013) elaborates Print’s (1993) and Wiles and Bondi’s (2007)
definition as follows:
“curriculum construes all the planned learning opportunities offered to learners by the educational
institution that represents a set of desired goals or values that are activated through a development
process and culminate in successful learning experiences for students” (p.12)

The above definition makes clear the notion of ‘relevance’ and ‘coherence’. Curriculum can be justified
relevant when successfully experienced by students which is confirmed by them in that it facilitates the expected
personal or/and professional development concerning with specific needs for living in the present and
prospective socio-cultural contexts. Coherence relates to the sync between what is planned (written curriculum)
and what is implemented (pedagogy), what is taught and what results from it (assessment). In this case,
researching the how to achieve relevance and coherence of curriculum is extremely paramount for successful
ESP programs. However, fundamental for this would be that, the complexity of ESP curriculum in this
postmodern world requires a prolific tool to understand the nature in order to inform how curriculum could be
developed or refined.
In this regards, there have been extensive studies on how to create engaging curriculum and pedagogy,
but little on how to provide sufficient data to inform the how. This is important to consider that without a thick
description on the curriculum reality, the development of curriculum could undergo delicate predicaments
related to ideology, methodology, process, and outcomes. Therefore, this paper asserts that the exploration of
curriculum nature could provide empirical evidence which is essential to provide sufficient data and information
to inform curriculum development. In this case, exploring particular frameworks which can be used to observe
the nature of ESP curriculum is necessary.

The Nature of ESP

Current development of the teaching of ESP has been signified with the teacher’s awareness of the
complex nature of curriculum and pedagogy. Particularly in HE context, ESP becomes a strategic encounter
between the teaching of English as an international language and field-specific content across disciplines. This
complexity is advanced with the reality of employability which embeds in either ideological or practical layers
of curriculum design.

st
The 61 TEFLIN International Conference, UNS Solo 2014 1
 Related to this, Stroupe (2013) notes that globalization and internationalization occurred have
considerably contributed to the complexity of ELT. Rapid mobility of academics and professionals across
countries around the world has resulted in continuous change in socio-cultural live of people in those countries
which influence social context of teaching and learning, which in turn, reshapes the development of English
Language Education worldwide. Far-reaching impacts of economic integration in Europe (EU) and South East
Asia (AEC) have significantly encouraged the development of education and the prominence of English
communicative competence in academic and professional settings. Based on the agreement among the ASEAN
countries, for instance, English is chosen as the official language of communication for the purpose of ASEAN
integration (Kirkpatrick, 2010). Consequently, the English proficiency of ASEAN members relevant to strategic
sectors of AEC 2015 becomes prerequisite in order to create effective academic and professional communication
across the nations. In Europe, English is formally applied as the instructional language at universities which
collectively influences the development of ESP among countries Europe-wide (Fortanet-Gomez and Raisanen,
2008). Although the development reflects collective vision within the framework of convergence and
comparability, the reality of curriculum in particular educational settings in a country has been enormously
heterogeneous.
The complexity of ESP increasingly grows in line with the ongoing shifting of identity from strong
academic to more negotiated academic identity. This flexibility is inevitable in dynamic context where the
rigidness of academic identity may result in exclusiveness which is basically inferior to the notion of ESP which
needs to cater for specific and contextual needs relevant to particular academic-professional context. In
particular cases, ESP is needed to provide students with more than English language training, but by integrating
professional values, characters and soft-skills relevant to social and workplace demand into the curriculum and
pedagogy. However, central to the innovation in this setting is need analysis. Studies in need analysis have been
abundantly established and widely posed in the literature. This development is considered fruitful for teachers of
ESP to develop professionalism in teaching ESP (Flowerdew, 2013). It is of great consensus to regard that need
analysis is not only necessary as a pre-course activity but also as an ongoing activity to inform curriculum
development (Basturkmen, 2010). In this notion, need analysis allows for changes and refinements of curriculum
and pedagogy on the basis of evidence obtained during pedagogical practices (process-based evidence).
Previously, Dudley-Evans and Johns (1998) suggest that ESP course design is more likely a cyclical
process which involves interdependent and overlapping activities rather than linear. Therefore, text-based need
analysis which has been very common in ESP is now considered insufficient for this dynamic setting. To fill this
gap, task-based need analysis suggested by Long (2005) enhances the tenet of need analysis to innovate
analytical features which are appropriate to the complexity of ESP assuming the inevitability of contextual
approach. According to Long, task-based need analysis allows coherence in course design since it bridges gaps
between academic and professional discourses. He values more on the need for interactions between insiders
(workplace experts) and outsiders (teachers) in order to achieve coherence. Bhatia et al. (2011) share the same
notion by outlining that the main challenge of ESP is more on how to achieve elaboration between academic and
professional worlds in order to nurture relevance. This elaboration challenges the postulations which regard ESP
more exclusively, limited by one-size-fits-all or one-best-way approaches (Hyland, 2006), rather, there is
demand on studies which develop research frameworks in order to be able to innovate devices which work in
dynamic nature and helps curriculum developers to see and to observe the reality of ESP curriculum holistically
and coherently.
Albeit the conception to distinguish English for General Purposes (EGP) curriculum from that of ESP is
still blurred, Dudley-Evans and John (1998) pinpoint that ESP tends to grow differently from EGP. While EGP
inclines to be isolated within the linguistics framework which is generalisable, ESP tends to follow practical
aspects of language use against the specific needs of learning in particular socio-cultural context. Therefore, ESP
may have different approaches in curriculum development, materials design, pedagogy, testing and research
(Nunan, 2004). Still the main concern of ESP is always around need analysis, text analysis, context analysis, and
preparing students to experience authentic learning which enables them to associate their language learning to
the real work situation. In other word, ESP is much more dependent on the presence of conceptual analysis
which in turn highlights the prominent role of agency in the teaching and learning process. With regards to this,
Thomas and Reinders (2010) note that there is a strong link between socio-cultural theories in ELT/ESP and
educational theories such as experiential and authentic learning, learning as discovery, and other constructivist
and social constructivist theories. The elaboration between these educational theories into ESP curriculum is
necessary especially within the complexity of ESP in which single and isolated framework is not sufficient to
describe multifaceted and hidden aspects of curriculum.

Introducing Bernstein’s Theory

Extensive studies and reviews have widely examined and legitimated the contribution of Bernstein’s
theory to educational fields especially in providing a language of description for curriculum development (e.g.

2 st
The 61 TEFLIN International Conference, UNS Solo 2014
Mangez and Mangez, 2011; Sriprakash, 2011; Morais, 2002; Singh, 2002; Sodovnik, 2001). The most precious
aspect of the theory is its uniqueness compared with other frameworks. Other frameworks tend to be limited by
ideological and methodological constraints, but Bernstein’s framework can universally be applied in elaboration
with such constraints. Bernstein (2000; 2003a; 2003b) is interested in closing in on the reality of curriculum and
pedagogy in the level of codes and rules in order to expose their nature while others focus on looking at the
phenomenon in order to know the reality. This makes the theory somewhat difficult to understand (Cause, 2010;
Morais, 2002) According to Bernstein, the nature of curriculum can profoundly be understood by observing the
nature of relations between (power) and relations within (control) which are built up on codes and rules.
Curriculum development in his perspective is inseparable with the nature of power and control occurred.
Therefore, the framework of classification and framing (C/F) is vital to help curriculum developers observe and
understand the hidden aspects of curriculum.
The principle of classification (C) is useful to observe relations between discourses, practices and
agencies which reveal the nature of social division of labor representing power on it. This power is usually
associated to ideology, politic, and economy influencing curriculum policy which determine voice and identity of
curriculum. Thus, the nature of power may also describe to which extent the voice and identity represented on
knowledge discourse of curriculum related to students’ experience. Strong classification (+C) of knowledge
discourse may illustrate that curriculum emphasizes on strong academic content or product and somewhat
undermines students’ dispositions. Weak classification (-C), on the other hand, indicates that knowledge
discourse is open for negotiation during the process of pedagogical practice.
Framing (F) theory basically offers devices to describe the nature of relations within pedagogic practice
which signify the reality of control over pedagogic discourse. The reality of control related to instructional
activity is called Instructional Discourse (ID), while related to teacher’s social conduct the term used is
Regulative Discourse (RD). Instructional discourse (ID) regulates how knowledge is selected, sequenced, and
taught to students, as well as how pacing and criteria are applied in teaching which is underpinned by discursive
rules. When these rules are explicit and strong (+F), students are helped to be aware of what they learn and
acquire with limited autonomy. When these rules are weak (-F), only teacher who knows ‘what’ and ‘to what
extent’ students learn but space is abundant for autonomous learning. Understanding the nature of power and
control is then essential to understand the nature of curriculum which basically cannot be separated from the
nature of pedagogy, and extremely important to prospect how changes and refinements can be initiated from
students’ perspective.
The nature of ESP curriculum which are dynamic and complex are appropriate to the situation
whenever the framework is needed. ESP curriculum is a crossroad between knowledge discourse,
methodologies, process, and assessment, which opens opportunities to cater for local needs which are specific, at
the same time nevertheless, demands scholarly and widely consensus on the theory and practice in various
settings. Dilemma of knowledge discourse, for instance, between wide and narrow angled, linguistic-oriented
and content-oriented, and issues on how academic and professional knowledge discourse could be elaborated,
can be figured out by using the principle of continuum between strong classification (closeness of content) and
weak classification (openness of content) which gives new nuance on curriculum design and the tenet of need
analysis.
The nature of pedagogy in Bernstein’s perspective is understood in the continuum of strong and weak
framing which is compatible with pedagogic practices which adopt various methods (e.g. traditional, text-based,
interactional, communicative, content-based, genre-based, task-based, etc.). Closing in on the reality of power
relations in pedagogic practices can expose motifs and impacts of pedagogy which is reciprocal between policy
makers, teachers, and students. For policy makers, the data can be valuable for sustainable curriculum change
and refinement. For teachers, the theory describes the pedagogical process from the perspective of students.
Therefore, teachers are helped to combine analysis and imagination to emphatically involve in students learning
experience in case-by-case basis which is appropriate to the dynamic nature of need analysis (Basturkmen, 2010;
Long, 2005).
In elaboration with classification and framing, the tenet of curriculum as written, taught and
experienced (C-WTE) might invaluably be employed. The phrases are commonly associated to what constitutes
curriculum. The words written (planned), taught and experienced are commonly used in the literature for
assessing the curriculum coherence. More specifically, exploring curriculum as written can provide rich
information on what is at the bottom of ESP programs which reveals ideology, vision and direction of the
curriculum. Curriculum as taught encompasses pedagogic practice as the manifestation of curriculum as written.
Curriculum as experienced represents the nature of impacts of the implemented and taught curriculum which has
to be based on students’ experience. Thus, the framework of C-WTE can be used to observe the relationship
between what is planned, what is taught and what is experienced by students. As a framework, C-WTE could be
applied universally in various educational contexts and settings since the issues of curriculum relate to these
three dimensions and the relationship between them. The C-WTE is an overarching framework that facilitates

st
The 61 TEFLIN International Conference, UNS Solo 2014 3
educators to comprehend the nature of curriculum as the whole, moreover, Bernstein’s C/F is more explicit when
interpreted by using this framework.

Conclusion
This paper has attempted to elaborate literature in the field of education and ELT/ESP in order to show
the relationship between both and the relevance of both to contribute to the development of ESP in HE context.
A crucial issue gained attention from the academics of both fields is the complexity of ESP curriculum. The
paper outlines that this complexity has encouraged shifting of identity of curriculum that basically reveals the
genuine nature of ESP which is dynamic and required sustainable change to be relevant with students’ needs and
the socio-cultural contexts. This shifting confirms the inevitability of studies related to curriculum framework
aiming at developing research features which are prolific for the analysis and evaluation of curriculum.
In this paper, Bernstein’s theory of C/F, elaborated with the framework of curriculum as written, taught
and experienced (C-WTE) is considered a prolific tool to observe the complex reality of ESP curriculum. In
elaboration, C/F and C-WTE view curriculum in the tenet of curriculum-in-action which considers that
curriculum development is cyclical process. Thus pedagogic and assessment practices are fundamentally
dynamic process of curriculum development. Within this framework, curriculum policy is seen in evaluative
tone—to which extent what is officially planned reflects the reality of teaching and learning process, which
refers to the notion of coherence. However, more theoretical and empirical studies are encouraged to examine
the framework and to strengthen the theoretical basis presented in this paper.

References
Basturkmen, H. (2010) Developing Courses in English for Specific Purposes. Basingstoke, UK: Palgrave
Macmillan
Belcher, D. D. (2004) Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics,
24, 165-186
Bernstein, B. (2003a) Class, Codes and Control: Towards a Theory of Educational Transmission. London:
Routledge.
Bernstein, B. (2003b) Class, Codes and Control: The Structuring of Pedagogic Discourse. London: Routledge.
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. 2nd edn. New York: Rowman & Littlefield.
Bhatia, V., Anthony, L., and Noguchi, J. (2011) ESP in the 21st Century: ESP theory and application today.
Proceeding of the JACET 50th.
Cause, L. (2010) ‘Bernstein’s Code Theory and the Educational Researcher’, Asian Social Science, 6(5), 3-9
Dudley-Evans, T. and St. John, M. J. (1998) Developments in English for Specific Purposes: A multi-
disciplinary approach. Cambridge: Cambridge University Press.
Flowerdew, L. (2013) Need Analysis and Curriculum Development in ESP. In Paltridge, B. and Starfield, S.
(Eds) The Handbook of English for Specific Purposes. West Sussex: John Wiley and Sons.
Fortanet-Gomez, I. and Raisanen, C. A. (Eds) (2008) ESP in European Higher Education: Integrating language
and content. Amsterdam: John Benjamins Publishing Company
Hyland, K. (2006) English for Academic Purposes: an advance resource book. Oxon: Routledge.
Kirkpatrick, A. (2010) English as an Asia Lingua Franca and the Multilingual Model of ELT. Language
Teaching, 1-13
Long, M. (2005) Methodological issues in learner needs analysis. In Long, M. (ed.) Second Language Needs
Analysis. 19–76. Cambridge: Cambridge University Press.
Mangez, E. and Mangez, C. (2011) ‘Applying a sociological analysis of pedagogic discourse’, in Frandji, D. and
Vitale, P. (Eds) Knowledge, Pedagogy and Society: International perspectives on Basil Bernstein’s
sociology of education. London: Routledge.
Morais, A. M. (2002) ‘Basil Bernstein at the Micro Level of the Classroom’, British Journal of Sociology of
Education, 23(4), 559-569
Novawan, A. (2013) A case study of curriculum and pedagogic discourse of English Professional
Communication in a Higher Education Institution in the United Kingdom. Dissertation of Master’s
Degree in Education. Newcastle, UK: Newcastle University.
Nunan, D. (2004) Task-based Language Teaching. Cambridge: Cambridge University Press.
Print, M. (1993) Curriculum Development and Design. 2nd edn. NSW: Allen and Unwin.
Singh, P. (2002) ‘Pedagogising Knowledge: Bernstein's theory of the pedagogic device’, British Journal of
Sociology of Education, 23(4), 571-582
Sodovnik (2001) ‘Basil Bernstein’, Prospects: the quarterly review of comparative education, XXXI(4), 687-
703

4 st
The 61 TEFLIN International Conference, UNS Solo 2014
Sriprakash, A. (2011) ‘The contributions of Bernstein’s sociology to education development research’, British
Journal of Sociology of Education, 32(4), 521-539
Stroupe, R. (2013) The language educator and globalization: How do we best prepare our learners? Language
Education in Asia, 4(2), 110-121
Thomas, M. and Reinders, H. (2010) Task-based Language Learning and Teaching with Technology. London:
Continuum International Publishing Group.
Wiles, J. and Bondi, J. (2007) Curriculum development: A guide to practice. 7th edn. Upper Saddle River, NJ:
Prentice Hall.

Biodata
Adriadi Novawan is an English lecturer at the State Polytechnic of Jember. He was awarded a Master’s in
Education from Newcastle University UK in 2013. He is interested in curriculum studies especially those in ELT
and ESP, and has written ELT articles published at Nova Science USA and Lincom Europe Germany.

st
The 61 TEFLIN International Conference, UNS Solo 2014 5
 WHICH ONE IS BETTER; KTSP (SCHOOL- BASED CURRICULUM)
OR 2013 ENGLISH CURRICULUM?

Alma Prisilya
English Education, School of Postgraduate Studies,
Indonesia University of Education
almaprsl17@gmail.com

Abstract: The implementation of 2013 English curriculum is one of interest to be investigated. Ministry of 2013
English curriculum is one of interest to be investigated. Ministry of Education of Indonesia has launched a new
curriculum last year, Kurikulum 2013, which is being tried out in some schools right now. Teachers’ perception
toward the implementation of the new curriculum will be the important data for subsequent evaluation. This
study aims to investigate teachers’ perceptions on the strengths and the weaknesses of 2013 English curriculum
implementation in comparison to KTSP (School-based curriculum) implementation. The data will be obtained
qualitatively by using interview and open- ended questionnaire. The result will provide some information about
the implementation of 2013 English curriculum and KTSP.

Keywords: Teachers’ Perception, KTSP, 2013 English Curriculum, Implemen-tation

Introduction
The new curriculum, Kurikulum 2013, is the development of Kurikulum Tingkat Satuan Pendidikan
(KTSP) which emphasizes the character building. The stakeholders believe that it is important to launch a new
curriculum which also set the rules about character building. Nowadays, we are being surprised of the news of
harassment in young learners’ environment. On May 6th, 2014, 110 kids are reported as the victim of harassment
in Sukabumi, Jawa Barat (www.article.wn.com). This hot news informs us about the moral value degradation in
daily life. This phenomenon is one of the reasons why Indonesia government launched the new concept of
curriculum. Kurikulum 2013, as the new topic in education, offers a practical solution. The term implementation
in a broad sense conceptualizes the process through which a proposed concept, model, topic, theory etc. is taken
up by some practice (Altricher, n.d., p.1). In order to know whether the curriculum changing has beneficial to the
teachers, in this study English teacher was being interviewed. Most research on such programs has focused on
the effectiveness of the intervention, rather than on the effectiveness of the implementation process or the
relationship between implementation and outcomes. Reviews of the research offer strong support that the ‘‘level
of implementation affects the outcomes obtained in promotion and prevention programs’’ (Durlak & Dupre,
2008, p. 327). When the teacher understands and applies some teaching concepts, she or he can afford good
learners’ outcomes. “Foreign language teachers have long been engaged in scientific approaches to foreign
language taching methodology based on experimentation and research ...” (Fauziati, 2013, p. 1), she added that
the teachers must have good understanding on the underlying principle or theoretical background which
underpins the emergence of the teaching methodology. This is the importance of understanding the theories.
There are some theories which the teachers are familiar with, namely: behaviorism, cognitivism, humanism, and
constructivism. Edward Anthony (1963, p.94) clearly identifies three levels of conceptualization and
organization, which are termed as approach, method, and technique. There are some teaching methods that
English teacher should know, namely: Grammar Translation method, Reading Method, Direct Method,
Situational Language Teaching, Audiolingual Method, and Cognitive Method. These methods had been
introduced to every language teachers far before they are teaching in the real context. So, these methods actually
should help them in teaching process. Teacher can adapt or adopt any type of teaching methods based on their
needs in teaching process.
Hence, the main purpose of this study is to see the teacher’s point of views and their comments
regarding the curriculum changing; from KTSP to Kurikulum 2013. Kurikulum Tingkat Satuan Pendidikan
(KTSP) is also known as School- based curriculum. As its name, this kind of curriculum allows the school or
satuan pendidikan to modify the contents of curriculum based on their expected learners’ outcomes. “KTSP
adalah kurikulum operasional yang disusun dan dilaksanakan di masing- masing satuan pendidikan.” (Masitoh,
n.d.) The reason why government launched this curriculum is because of the refinement of the previous one,
Kurikulum Berbasis Kompetensi (KBK) or known as Competence- based curriculum. The 2013 curriculum
development is the contious of the Kurikulum Berbasis Kompetensi (KBK) and Kurikulum Tingkat Satuan
Pendidikan (KTSP) in which the development is about students’ self- development (Syahmadi, 2013, p.1). In the
2013 Curriculum, the students are expected to develop themselves as the well- behaved persons. What makes the
2013 curriculum different from KTSP is the concept of teacher is not the only one learning sources (Syahmadi,

6 st
The 61 TEFLIN International Conference, UNS Solo 2014
2013, p.3). This also familiar as student- centered approach, in which the learners are expected to be the active
learners. Since it is also important to know their teaching experiences during the implementation of the
curriculums, this study also investigate teacher’s teaching methods by confirming their understanding about the
nature of teaching language theories. This study intends to examine the English teacher’s views and attitude
towards KTSP and Kurikulum 2013. Furthermore, it was conducted to look for whether the teacher found
problems in implementing the new curriculum, Kurikulum 2013, in comparison with KTSP. Hence, this study
tries to inspect (1)What are the teacher’s views toward the implementation KTSP and Kurikulum 2013 and their
concepts in English teaching?; (2)How well the teacher understands about teaching concepts and methods?;
(3)What are the teacher’s recommendations for the improvement of curriculum in English teaching? This study
will only sought the portrayal of the English teacher’s perceptions toward the implementation of School- based
Curriculum (KTSP) and 2013 Curriculum (Kurikulum 2013) in teaching English as foreign language in junior
high school. In addition, the subsequent study would like to recognize teacher’s judgment of the new curriculum,
Kurikulum 2013. It did not intend to prove any hypothesis and confirm that this view is the best one. As its
expectations, hopefully this study could give some benefits at least from three different point of views;
theoretical benefits, practical benefits, and professional benefits. Theoretically, this study is expected to show the
portrayal of the junior high school teacher’s judgments towards the implementation of KTSP and the 2013
English curriculum in relation to their teaching process. Likewise, it also describes how understand the teacher
about the concepts and methods of teaching process. Then, this study is also expected to intrigue other teachers
and researchers to conduct some studies on this topic deeper. Practically, this study is expected to notify the
teachers, particularly those who involve in curriculum development or refinement of curriculum, to evaluate the
implementation of the new curriculum to reach the optimum implementation. And the last is professionally, it is
intended that the stakeholders can get meaningful information for the subsequent evaluation.

Methods
The present study was designed to portray teacher’s perception towards the implementation of KTSP
and Kurikulum 2013 in English teaching. Thus, present study applied a descriptive qualitative method. This
present study was undertaken at one of junior high school in Bandung. The object of this study is the English
teacher in that junior high school. “The case can also be simple … focus on only one. The time the researcher
spend … can be long or short. But while the researcher is focusing on that particular case, he or she is engaged in
case study” (Liamputtong, 2009, p.189). Besides, the school has only two English teachers and only one of them
who got the new curriculum training. In other words, the teacher was selected for three considerations. First, the
teacher who was interviewed had joined Kurikulum 2013 before. Second, the teacher is applying it in teaching
English. And the last is the teacher was chosen for her experience in teaching English using KTSP too in
previous years. The data collection techniques employed in this study were semi- structured interview. In order
to collect the data; to answer the research questions, this study used response- guided approach as the data
collection procedure. [I]n response- guided [approach] the interviewer begins with a prepared question, then
spontaneously creates follow- up queries …. This particular type of interview is also explained as “… although
researchers come to the interview with guiding questions, they are open to follow the leads of informants and
probing in areas that arise during interview interaction” (Hatch, 2002, p.94). The interview to the teacher was
conducted to confirm her understanding about teaching concepts and teaching methods and check it to her
answers about teaching English which implements the new curriculum and cogitate it to her answers when
experienced KTSP. In addition, the teacher also asked to deliver her views of the sounding of Kurikulum 2013’s
in current time.
In the present study, the data collection procedure was done in some steps. The first step was finding
out the theories regarding to the research. The theories were about concepts and methods of language teaching,
Kurikulum 2013, KTSP, discovery learning and scientific approach, and the use of media in teaching process.
Second was making area mapping of the possibilities school as the object of study. Third step is composing the
guideline for interview based on the theories and then did a pilot interview to two English teachers from other
junior high schools. “This pilot study was aimed to see whether the interview questions were understandable”
(Rachmawati, 2013, p.14). And then the last step was conducting the interview to the object of this study. This
interview session was conducted on April 15th, 2014. The descriptive qualitative data analysis was employed to
analyze the obtained data. In analyzing qualitative data there are some steps proposed, transcribing, coding, and
interpreting the data (Liamputtong 2009; Thomas 2003; Ladico et all 2004). The first step is transcribing the
data; interview needs to be transcribed to enable data analysis for this study. Transcribing the interviews is in
fact initial data analysis (Gibbs 2007; Rapley 2007; Bailey 2008, as cited in Liamputtong, 2009, p.57).
In this present study, data were analyzed in detail by the researcher herself. “… [I]t is crucial that they
[the researchers] transcribe the interview themselves, so that they can obtain many details that are relevant to
their particular analysis …” (Rapley 2007 as cited in Liamputtong, 2009, p.57). Likewise, Poland 2002; Rapley

st
The 61 TEFLIN International Conference, UNS Solo 2014 7
2007 as cited in Liamputtong, 2009, p.57 also stated that, “[T]he researcher must ensure that the transcriber
transcribes verbatim, and pauses, laughter, or tears must be indicated on the transcripts”.
Secondly, the data were coded in form of label. According to Charmaz (2006, p.43) that, “Coding is the
process of defining what the data are about”. After that, the last step is interpreting the data. These steps were
conducted to ease the reporting step in finding and discussion section; description of the findings of this study.

Result and Discussion

This section presents the findings and the discussion of the study. It is divided into three main sections.
Therefore the first section discusses the general information about teacher’s understanding of the theory of
language teaching and the teaching methods. The second is the teacher’s views towards KTSP and Kurikulum
2013 implementation. And the last is about teacher’s expectations and recommendation for subsequent
evaluation of the curriculum.
The general information of teacher’s understanding was obtained from the interview to the English
teacher. Based on this interview, it was obtained that the teacher has good understanding about language
teaching theory and teaching methods. In which, from the information gained, the teacher has passion in teaching
as well. As she said:
“… yang saya tau ada Genre- based approach, kemudian communicative approach.”
(“… As I know there are Genre- based approach, and then communicative approach…”)

Based on the statement above, the teacher is categorized as knowledgeable teacher. When the teacher
understand what is she or he doing, the result will be better than those who teach but do not know what she or he
working on.
“…metode pengajaran yang baik ialah yang sesuai dg karakteristik murid kita dan kebutuhan
murid kita, karena apapun metodenya tapi jika tidak sesuai dengan ee karakteristik atau gaya
belajar kebutuhan para murid itu pasti akan percuma ya. Karena bagaimanapun belajar itu
adalah proses internalisasi pengetahuan.”
(… the best taching method is the one which based on the students’ characteristics and needs,
because whatever the methods are, if it is not appropriate to the students, it will be useless.
Learning is an internalization of knowledge.”)

The teacher’s answer about the teaching methods shows her ability in teaching. According to her
statement, she could be labeled as skillful teacher since she understands that the focus of the teaching- learning
process is the students’ success.
Based on the teacher’s response, it can be concluded that the implementation of KTSP or Kurikulum
2013 do not give bad effect in teaching process. Even the issues of the 2013 curriculum still arise. People
comments that 2013 curriculum is hard to be implemented, but according this teacher, she believes that whatever
the curriculum asks us, we can afford it as long as we want to learn more and upgrade our knowledge.
“Menurut saya, Kurikulum 2013 sudah lebih baik apalagi inikan adalah pengembangan; revisi
dari yang sebelumnya. Harapannya tentu saja lebih baik. Kebijakan- kebijakan di dalamnya
juga mencerminkan bahwa mulai sadar bahwa pendidikan karakter itu penting, bahwa ee
belajar itu seharusnya siswa yang aktif, kemudian harus … menunjukan hasil belajar yang
nyata, … gurunya jadi lebih tertantang untuk lebih baik lagi, lebih kreatif lagi, semuanya lebih
bagus, tinggal bagaimana semangat juang kita untuk mewujudkan hal itu”

The expectation from the teacher for the subsequent evaluation is the socialization program; the
activities which could facilitate teachers to develop their skills. It is shown as:
“… sekolah juga punya tanggung jawab ataupun peranan untuk mengontrol pelaksanaan
kurikulumitu sendiri ya. Pengontrolan itu bisa juga ada juga penjaminan mutu kualitas pengajar
itu sendiri, artinya guru juga, sekolah juga punya wewenang untuk memberikan pembekalan-
pembekalan yang kalo menurut saya mestinya rutin. Bisa pelatihan, bisa workshop.”

Based on the data gained from the interview, actually the teacher has strong motivation in teaching.
According to the teaching process’ descriptions, it is shown that the teacher really want to know more about
what the curriculum asks them to do. Therefore, the teacher expresses her idea for the evaluation program later
on.

Conclusion
The implementation of curriculum will be successful if the agents of curriculum, the teachers, are
working hard to implement it. Whatever the curriculum is, when the teacher can bring it well in the classroom,

8 st
The 61 TEFLIN International Conference, UNS Solo 2014
the competences in curriculum could be achieved. There is no different between teaching English based on KTSP
or Kurikulum 2013. Teacher is the key point of the curriculum implementation, while actually other factors
should also support them. In many cases, teachers actually have provided themselves with knowledge of
language teaching. The theories of language teaching and teaching methods are reflected from their teaching
practice, but not all of teachers have the same competences in teaching. Schools and the stakeholders should
facilitate the teachers to develop their competences as well.
Teachers’ training, workshop and other activities which purposed to develop teachers’ competences are
needed. Moreover, the socialization of the new curriculum should be well- managed, so each part of the
curriculum development could be absorbed by the teachers. This study is a case study which the result of other
participants may vary. That is why, the further study is strongly recommended to develop this study so the
findings could complete each other.

References
Altrichter, H., & Kepler, J. (2005). Curriculum implementation – limiting and facilitating factors. Context
based learning of science, 35 – 62.
Anthony, E. M. (1963). “Approach, Method, and Technique’. English Learning 17- 63- 67. Ann Arbor:
University of Michigan Press.
Charmaz, K. (2006). Constructing Grounded Theory; A Practical Guide Through Qualitative Analysis. London:
Sage Publication.
Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of
implementation on program outcomes and the factors affecting implementation. American Journal of
Community Psychology, 41(3), 327–350.
Fauziati, E. (2013). Principles of Foreign Language Teaching and Learning. BPSDMP: Jakarta
Hatch, J. A. (2001). Doing Qualitative Research in education Settings. Albany: State University of New York
Press.
http://article.wn.com/view/2014/05/07/Jumlah_Korban_Pedofil_Emon_Bertambah_Jadi_110_Anak/ retrieved on
April 4th, 2014.
Ladico, M. G., Spaulding, D. T., and Voegtle, K. H. (2004). Methods in Educational Research Theory to
Practicr. San Fransisco: Jossey Bass
Liamputtong, P. (2011). Qualitative Research Methods 3rd Ed. Victoria; Oxford University Press.
Masitoh. (n.d.). Kurikulum Tingkat Satuan Pendidikan (KTSP). Retrieved from
Syahmadi, H. (2013). Bedah Curriculum 2013 Bagi Guru Bahasa Inggris. Bandung: Cv. ADOYA Mitra
Sejahtera.
Thomas, R. M. (2003). Blending Qualitative and Quantitative Research Methods in Theses and Dissertations.
California, CA: Corwin Press, Inc.

Biodata

Alma Prisilya, born in Pajar Bulan on July 27th.1991, is an alumnus of Sriwijaya

University, Palembang- South Sumatera. Now she is a master graduate student of English
education study program at Indonesia University of Education, Bandung- West Java. The
author of this study will be very excited to attend the 61st TEFLIN International Conference
in Solo. Alma is a secretary of research and technology department in Forum Komunikasi
Mahasiswa (FKM) SPs- UPI. She attended some seminars and workshops of teaching
development (organized by IETA South Sumatera, IPCoRE, and others). Teaching and
doing research are her interest areas. She joined TEFLIN officially as a member since 2013.

st
The 61 TEFLIN International Conference, UNS Solo 2014 9
 TEACHERS’ RESPONSES TOWARD 2013 CURRICULUM:
AFTER A YEAR OF IMPLEMENTATION

Arina Shofiya
IAIN Tulungagung
arina.shofiya@gmail.com

Abstract: 2013 Curriculum leads to controversy even before it is officially implemented. Some disagree with the
change of curriculum since the previous curriculum, School Based Curriculum, has not yet been thoroughly
evaluated. However, the Ministry of Education has decided that from 2013 the curriculum is gradually
implemented. This paper is intended to investigate how teachers whose role is central in curriculum give
response toward the implementation of new curriculum. To do so, a survey with 60 respondents of senior high
school teachers is carried out. Among them, 12 teachers have implemented the new curriculum. The rest have
not implemented yet but they have joined trainings and workshops about the new curriculum. The result shows
that mostly they respond positively toward the implementation of 2013 curriculum. They state that they will find
it easy to implement the curriculum since, in term of teaching methods and strategies, there is only a slight
difference from previous curriculum. In addition, they are helped much by the distribution of main textbook so
that they will not be busy of making their own teaching materials. However, according to them, doing
assessment is the most difficult job because it is complex. They have joined trainings about recent teaching
strategies but not about current methods of assessment. Hence, it is recommended that the government provide
more training about practical methods in doing assessment.

Keywords: Teachers’ response, Implementation, 2013 Curriculum

Introduction
The government through the Ministry of National Education makes a radical decision toward the
sustainability of English education in Indonesia through the implementation of 2013 curriculum. From the
beginning, issue of changing School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) to 2013
Curriculum sparks reactions from several parties. Many state that the decision to implement new curriculum is
made in a hurry since the time to socialize the new curriculum is limited which results on the confusions among
teachers, principals, and supervisors (Kompas, February 11, 2013). Many teachers were afraid that they would
lack of teaching hours because some subjects are simplified or integrated by using thematic approach especially
at elementary level. Some others, especially English teachers, worry if they cannot meet the requirements in
certification (accreditation) since the hour of English is cut from 4 hours/week to 2 hours/week. The Association
of Teachers in Indonesia ( Persatuan Guru Republik Indonesia/PGRI) recommend that the government postpone
the implementation of 2013 curriculum at least for a year to optimize the preparations due to the fact that
Indonesia covers very large area, not only Java island. Another teacher organization, Federation of Teacher in
Indonesia ( Federasi Serikat Guru Indonesia/ FSGI) suggests that the government improve the quality of teacher
before implementing the curriculum (Kompas, December 28, 2012). Further, FSGI highlights the importance of
improving the quality of the teaching process in teacher training and education institutions because such
institutions are the “manufacturers” of teachers in Indonesia.
Theoretically, the needs to change curriculum are influenced by several factors. Richards (2001:25)
contends that curriculum may change as result of the shift of paradigm in education. For example, before 1980s
the flourishing paradigm of learning viewed that learning is a kind of habit formation. By using the Audio
Lingual Method, students were then exposed to stimulus-response activities. In this case, several kinds of drilling
were employed with a purpose of forming habit of students in learning. In Indonesia, at the same time with the
popularity of Audio Lingualism, the 1975 curriculum was issued which focused on attaining grammar mastery.
As such, structural approach and drilling grammatical pattern were employed in the classrooms. When in 1990s
Communicative language Teaching started to gain its popularity, the curriculum of ELT in Indonesia was
changed into 1994 Curriculum that emphasizes on attaining communicative functions of language.
Further, Richards (2001:27) states that the change of curriculum is due to the change of need in the field
of education. The exemplification of this view is the need for foreign language in Europe. In the past, the need
for foreign language was limited to the mastery of written language like to comprehend literary works in foreign
language. On the contrary, the need of foreign language changes nowadays as the effect of globalization in
which the enhancement of communicative competence is a must.
Another factor affecting the change of curriculum, especially English language curriculum, is closely
related to policy of the government (language policy). For instance, in 1997, the new Korean government

10 st
The 61 TEFLIN International Conference, UNS Solo 2014
promotes the significance of individualism and human rights which causes the policy of education also changes
(Lee, 2004). The government views that one way to improve the quality of people’s life is through providing
more equal opportunities in education. After going through some curriculum reforms, under the strong
presidential support, starting from 1997 English is taught as compulsory subject in Korean elementary school
since the 3rd grade. In Indonesia, the policy of teaching English in elementary school was introduced earlier that
was in 1994. There was a need to introduce English in elementary school as an investment of developing human
resources to compete in the global era. Therefore, elementary schools were given a chance to provide English
subject to the students as local content subject. However, in East Java province, the teaching of English in
elementary schools was compulsory (Suyanto, 2007:2).
The change of curriculum has gone through a long history so that it experiences the up and down of
English language teaching In Indonesia. The first official ELT in Indonesia can be traced back by the issue of the
Decree of the Minister of Education Number 06/1967. After that, almost every ten years the curriculum was
revised (changed). The exception is on 2006 School-Based Curriculum which is changed to 2013 Curriculum.
The curriculum was still implemented for six years and in some parts of Indonesia many schools did not yet
successfully implement the curriculum because of the limited quality human resources (principals, teachers, and
staffs) and lack of facilities.
The essential difference between previous curriculum and 2013 curriculum lay upon the understanding
that is it crucial to integrate soft skills and hard skills which embrace the domain of cognitive, affective, and
psychomotor during learning process. Previously the three domains are developed discretely which result on
some imbalance between the understanding of knowledge and its realization on students’ attitude. For example,
some students achieve high scores on their religion subject but their attitude is against the norm of society. In
addition, the cases of student crimes increase as result of too much exposure of immorality in society. Thus, it is
urgent to design educational system that “manufactures” bright and well behaved people by implementing new
curriculum, 2013 Curriculum. This new curriculum is based on scientific approach which emphasizes on the
process of discovering knowledge and understanding through scientific activities including observing,
questioning, processing, presenting, concluding, and creating (Kementerian Pendidikan dan Kebudayaan, 2013).
Another prominent difference between previous curriculum and 2013 Curriculum is the practice of authentic
assessment on all aspects (cognitive, affective, and psychomotor) based on students’ portfolio. This model of
assessment is different from the one where in the previous curriculum as teachers are now urged to do more a
comprehensive assessment on the students. This change, of course, will cause to some inconvenience among
teachers especially senior teachers who are not accustomed to doing authentic assessment. As it is widely known
that teachers play important role in educational practice, therefore, conducting a research on how they respond
toward the policy of implementing 2013 Curriculum will be worth doing as to shed light about the real practice
of English language teaching at schools.

Research Questions
This study is intended to investigate how teachers view about the policy of implementing 2013
curriculum. In addition, this study also explored the most difficult aspect of curriculum based on the teachers’
perspective. The research questions, then, are formulated as follow:
1. Have they implemented 2013 Curriculum?
2. Have they joined any training about the implementation of 2013?
3. Do they find any prominent difference between the previous curriculum and 2013 curriculum?
4. What kind of training do they need to succeed in implementing 2013 curriculum?

Research Method
This study was a survey design in which the samples were 60 English teachers at senior high schools in
Tulungagung, East Java. The questionnaires were distributed on December 2013. The samples were selected by
using random sampling technique. The only criterion in selecting respondent was they were English teachers.
Whether or not they have implemented 2013 Curriculum, they got the opportunity to be selected.
The data were collected by distributing questionnaires to the teachers and in the form of information.
The questionnaires consisted of 8 open-ended questions including questions about if they have implemented
2013 Curriculum, if they have joined any training about how to implement Curriculum, if they find prominent
difference between the previous curriculum and 2013 curriculum, the most difficult aspect of curriculum to be
implemented and the training they need to succeed in implementing 2013 Curriculum. The purpose of giving
open-ended questions was to scrutinize comprehensive information about how teachers perceived and gave
responds toward the implementation of new curriculum. The detailed questions can be seen in the following
table.

st
The 61 TEFLIN International Conference, UNS Solo 2014 11
Table 1. Questionnaires
Read the following questions and then, answer based on your own perspective/experience/expectation. Your
answers do not correlate to your teaching career in the future.
1. Have you implemented 2013 Curriculum?
2. Have you joined any training the implementation of 2013 Curriculum? If yes, when?
3. Do you find any differences between the previous curriculum and 2013 Curriculum in term of teaching
method? If yes, how?
4. Do you find any differences between the previous curriculum and 2013 Curriculum in term of teaching
media? If yes, how?
5. Do you find any differences between the previous curriculum and 2013 Curriculum in term of teaching
materials? If yes, how?
6. Do you find any differences between the previous curriculum and 2013 Curriculum in term of evaluation?
If yes, how?
7. What aspect do you think is the most difficult to be implemented? Why?
8. What trainings do you need in order to succeed in implementing 2013 Curriculum?

The obtained data, then, were analyzed by using percentage to find the tendency of teachers in
responding the implementation of 2013 Curriculum. The open answers from the questions provided more
explanation about the tendency of teachers’ response.

Findings and Discussions

The questions were categorized into five. The first category was the implementation of the new
curriculum. Question 1 asked if the schools have implemented the 2013 curriculum for students at the first grade.
From 60 respondents, 12 teachers (20%) stated that they have implemented 2013 curriculum. The rest, 48
teachers (80%), have not. When it is confirmed, they stated that they have not implemented the curriculum
because their schools were under the Ministry of Religion Affairs (MORA)’s supervision which would
implement the curriculum in the following year. Besides, some teachers stated that eventhough their schools
were under the supervision of the Ministry of National Education (MONE), their schools were not selected as the
pilot project for 2013 Curriculum. It is known that in 2013, not all schools under MONE supervision
implemented the new curriculum. In Tulungagung regency, only three senior high schools, SMAN 1
Kedungwaru, SMAN 1 Boyolangu, and SMAN 1 Gondang, were selected to implement 2013 Curriculum (
Depdikbud, 2013).
The second category was the participation of the teachers in the training and workshops about 2013
Curriculum. Question 2 asked if the teachers have joined the training and the time they joined. All of the
teachers (100%) stated that they have joined the socialization of 2013 curriculum. They joined some trainings
and workshops provided by the government about how to practice teaching English under 2013 Curriculum.
They joined the training in 2013. Some of the teachers joined the training by the Office of National Education at
East Java Province; some others join the training at Tulungagung that was conducted in the model schools (the
schools that implemented the curriculum earlier).
The third category was the difference between the previous curriculum and 2013 Curriculum. Question
3 asked the different in term of method, Question 4 in term of media, Question 5 in term of material, and
Question 6 in term of evaluation. In term of teaching method, 55 teachers (91%) stated that there was no
different between the two curriculums because they still applied communicative language teaching. They stated
that they would not find much difficulty in carrying out teaching and learning process. 5 teachers (9%) stated
that there was a slight different in term of method because the number of learning period is reduced from 4 hours
to 2 hours. It requires some adjustments in term of method. In term of teaching media, all teachers (100%) stated
that there was no different. As long as the paradigm in teaching English was still the same they did not need to
change their teaching media. Further, in term of teaching materials, all of the teachers (100%) answered that the
materials were different. The main reason for such differences was the targeted competence. The new curriculum
focuses on four core competences including belief, attitude, knowledge, and skill. To achieve the targeted
competence, of course, needs relevant materials. The teachers, however, seemed optimistic with the change
because the materials were provided by the government. It would ease their burden in making preparation as
well.
The fourth category was the difficulty in implementing the curriculum. Question 7 asked about the most
difficult part of curriculum to be implemented. 50 teachers (83 %) stated that the most difficult part in
implementing 2013 Curriculum is evaluation. 2013 Curriculum mandated an authentic assessment which needs
regular assessment as the teaching and learning is in the process. Authentic assessment is of many kinds
depending on the skill to be assessed. Besides, the way to report the assessment is very specific as it reflects the
attainment of the four core competences. The scoring was also a problem for teacher because now they have to

12 st
The 61 TEFLIN International Conference, UNS Solo 2014
score students from 1 to 4. This means the range was so tight that teachers were expected to score the students’
progress well.
The last category was the training needed to improve their competence. All teachers (100%) states they
need to get training on conducting assessment. In line with their statement of the most difficult part of teaching,
they stated that training on assessment would help them much. Many of the teachers, or we say senior teachers,
were the “products” of old curriculum in universities in which they did not learn about alternative assessment
yet. Therefore, when they have to assess using authentic assessment they could not do well. On the other hand,
the recent paradigm of teaching requires the ability of authentic assessment.

Conclusion
The implementation of 2103 Curriculum is viewed positively by teachers. Even though in 2013 not all
schools implement it, teachers perceive that they will not find much difficulty. They need some adjustments, of
course, yet through regular training, they will implement well. However, one thing that makes them confused is
the evaluation. Beside using authentic assessment, the complexity of making report is also burdensome.
Therefore, it is recommended that the government through MONE and MORA provide more attention on
providing some training and workshop for teachers about updated strategy in conducting evaluation.

Bibliography
Kementerian Pendidikan dan Kebudayaan. 2013. Elemen Perubahan Kurikulum 2013. Materi sosialisasi
Kurikulum 2013
Kementerian Pendidikan dan Kebudayaan. 2013.Sistem Elektronik Pemantauan Implementasi Kurikulum.
www.kemdikbud.go.id accessed on June 21, 2014
Kompas, Implementasi Kurikulum 2013 Masih Dipersoalkan. Senin, 11 Februari 2013 | 10:37
WIB.http://edukasi.kompas.com/read/2013/02/11/10373532/. Accessed on March 30, 2014
Kompas, Tunda Implementasi Kurikulum Pendidikan Jumat. 28 Desember 2012 | 22:23 WIB.
http://edukasi.kompas.com/read/2012/12/28/22231577/ Accessed on March, 30, 2014
Lee, J. 2004. Multi-Layered Aspects of Language Policy: Implementing English Education at Elementary
Schools in Korea. Working Papers in Educational Linguistics. (online),
(www.gse.upenn.edu/wpel/v20/v20n1_Lee.pdf.) retrieved on September 23, 2011.
Richards, J.C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Suyanto, K K E. 2007. English for Young Learners: MelejitkanPotensi Anak Melalui English Class yang Fun,
Asyik, dan Menarik. Jakarta: Bhumi Aksara.

st
The 61 TEFLIN International Conference, UNS Solo 2014 13
 STANDARDIZING CORE COMPETENCE IN THE CURRICULUM
OF ACADEMIC EDUCATION FOR PROSPECTIVE
ENGLISH TEACHERS IN INDONESIA

Budi Setyono
The Faculty of Teacher Training and Education
The University of Jember
bssetyono@gmail.com

Abstract: In the competitive era, stipulating standard competence of the university graduates in Indonesia has
become the essential one. With the standardized competence, it is expected that equal capabilities will be owned
by the university graduates of the same study fields throughout Indonesia. To realize this, the curriculum guide
published by the Ministry of Education and Culture, 2012 has given a room for higher education institutions of
the same study fields to work collaboratively to formulate core competences of their university graduates. The
existing problem at the present time is that each study program tries to stipulate core competencies of its
graduates based on its own decision. To overcome this problem, the National Standard of Higher Education has
recommended the establishment of association of study program. With the spirit of standardizing the curriculum
of academic education for prospective English teachers in Indonesia, it is expected that core competencies will
be stipulated by the association of English education study program. If core competences have been developed,
the curriculum developers at the level of study program can continue the process by formulating the supporting
competences which mirror the vision, mission and uniqueness of each study program.

Keywords: core competence, academic education curriculum, English teachers

Introduction
The form of government commitment to improve the quality of teacher in Indonesia is by stipulating
teacher’s job as profession. Law number 14/2005 on Teacher and Faculty states that teachers are professional
educators whose jobs are to educate, teach, guide, direct, train, assess, and evaluate students at the level of early
childhood education, primary education, and secondary education. With this law, someone is required to own
undergraduate (S-1/D-IV) diploma of education or non-education majors plus professional certificates in order to
be a teacher. Permission to conduct profession education for teachers will be given by the government after
evaluating the feasibility of the appointed Higher Institutions for Teacher Education (henceforth Lembaga
Pendidikan Tenaga Kependidikan/LPTKs).
The government policy on teacher’s job as profession affects the existence of LPTKs as the producers
of teachers in Indonesia. In the new era, LPTKs serve both as the academic education institution and profession
education institutions. As the academic education institution, LPTKs produce S-1 graduates majoring in
education, whereas as the profession education institution, LPTKs produce the certified graduates for prospective
teachers. On account of this, teacher education institutions need to prepare the supporting facilities to anticipate
the new era of teacher education. Preparing the curriculum of academic education and the profession education
for teachers may become an important component because curriculum is a blue print and a guide in
administering and managing the teacher education programs.
Law number 14/2005 on Teacher and Faculty and the Decree of the Minister of Education and Culture
number 73/2013 on the Application Indonesian Qualification Framework in Higher Education require that the
curriculum of higher education be reconstructed. It is due to the fact that the curriculum of LPTKs at present was
developed based on the competence-based curriculum. In reference to Indonesia Qualification Framework (IQF),
the holders of S-1 degree are categorized as level 6, whereas the holders of profession degree are categorized as
level 7.

Teacher Education Curriculum

Professional teacher education is a term used to refer to the whole process of teacher education starting
from academic education to profession education for teachers (Directorate General of Higher Education, 2012).
Referring to Law number 14/2005 on Teachers and Faculty, the professional teacher education program consists
of two phases, i.e. academic education and profession education. Graduates of academic education for teachers
are honored with undergraduate (S-1) degree in education, whereas graduates of profession education for
teachers are honored with professional certificate.
In in line with the characteristics of teacher education, two models of teacher education curriculum are
offered, i.e. integrated model and layered model of teacher education curriculum (Universitas Pendidikan
Indonesia, 2010; Directorate General of Higher Education, 2012; Kartadinata, 2013). Integrated model of teacher
education curriculum (Figure 1) conducts academic education for eight semesters followed by profession

14 st
The 61 TEFLIN International Conference, UNS Solo 2014
education. For classroom teachers (elementary schools and early childhood education teachers), profession
education is conducted in one semester; while for subject teachers of the secondary schools profession education
for teachers are conducted in two semesters. Academic education curriculum contains elements of character and
Indonesian citizenship, general pedagogical knowledge, content-specific pedagogical knowledge, social service
program, research for undergraduate thesis, and final project/thesis examination. To give prospective teachers
early exposures in school setting, students are required to conduct field-work program in semester two, four and
six. Profession education for classroom teachers contains subject specific pedagogy workshop

PROFESSION 10 INTERNSHIP
EDUCATION 9 SSP WORKSHOP
8 SOCIAL SERVICE PROGRAM, RESEARCH AND
CHARACTER AND THESIS EXAM
NATIONALISM
INDONESIAN
7
6 CONTENT- EEP 3
ACADEMIC 5 SPECIFIC
EDUCATION PEDAGOGICAL PEDAGOGICAL
4 EEP 2
CONTENT KNOWLEDGE KNOWLEDGE
3
KNOWLEDGE
2 EEP1*
1
*EEP : early exposure program

Figure 1: Integrated Model of Teacher Education

and internship is conducted in semester nine. In addition, profession education for subject teachers of the
secondary schools will be conducted in semester nine and ten. Subject specific pedagogy workshop is given in
semester nine, and internship is conducted in semester ten.
The second model of teacher education curriculum is layered model of teacher education (Figure 2). In
this model of curriculum, the academic education (S-1) program is separated from the profession education
program. The academic education program takes eight semesters, while profession education program takes two
semesters. The contents of academic education curriculum are not different from those of the integrated model
of curriculum, consisting of the components of character and Indonesian citizenship, general pedagogical
knowledge, content-specific pedagogical knowledge, content knowledge, social service programs, research for
undergraduate thesis, and final project/thesis examination. In three semesters, i.e. semester two, four, and six,
field-work program for giving students early exposures in school setting is conducted. Profession education for
subject teachers is conducted in semester nine and ten. Subject specific pedagogy (SSP) workshop is
programmed in semester nine, internship is programmed in semester ten.

PROFESSIO 10 INTERNSHIP
N 9
EDUCATIO SSP WORKSHOP
N

8 SOCIAL SERVICE PROGRAM, RESEARCH AND

THESIS EXAM
7
CHARACTER &
NATIONALISM
INDONESIAN

6 EEP 3
ACADEMIC 5 CONTENT-
EDUCATIO 4
SPECIFIC PEDAGOGICAL EEP 2
N CONTENT PEDAGOGICAL
KNOWLEDGE
3 KNOWLEDGE KNOWLEDGE

2 EEP 1*
1
*EEP : Early Exposure Program

Figure 2: Layered Model of Teacher Education

st
The 61 TEFLIN International Conference, UNS Solo 2014 15
 The layered model of teacher education curriculum is offered in response to Law Number 14/2005 on
Teacher and Faculty that gives equal opportunities for S-1 graduates majoring in education and non-education to
follow profession education for teachers. This model of curriculum gives a consequence in the recruitment
system of prospective profession education program. The recruitment system requires tight selection of
candidates through entrance test and interview. Especially for candidates from non-education majors, this model
of curriculum also requires “matriculation program” before joining profession education program.

Standardizing Core Competence in The Academic Curriculum for English Teachers

To guarantee that our university graduates have equal capabilities throughout Indonesia, standardizing
core competence of the graduates has become an essential matter. By standardizing core competence of the
graduates of the same study program, it is expected that the different outcomes of education of the same study
program in Indonesia can be minimized.

Who Standardize Core Competence?

In the era of competence-based curriculum, core curriculum is required to be developed by a group of
the same study programs by involving their stakeholder. In the year 2005 Directorate General of Higher
Education (hereafter DGHE) offered a competitive grant on “developing core curriculum of English education
study program”. The grantees were required to develop core curriculum in collaboration with minimally two
English Education Study Programs from different institutions. Having developed core curriculum drafts, DGHE
invited all grantees from different parts of Indonesia to discuss and made agreement on the core curriculum of
English Education Study Program. The national seminar on core curriculum held in Surabaya from 11-13 April
2006 was attended by delegates from 13 teacher training institutions, among them are delegates from Universitas
Negeri Jakarta, Universitas Pendidikan Indonesia, Universitas Jember, Universitas Negeri Surabaya, and IKIP
Negeri Singaraja. This seminar produced manuscript of core curriculum of English education study program.
Unfortunately, the draft was not refined by EFL curriculum experts and was not disseminated to other English
education study programs that were not involved in the core curriculum grant.
Different from the previous era, the development of graduate competences/core competences in the
curriculum of academic education is given to the “communication forum or association of the same study
program” (Directorate Teaching and Learning and Students Affairs 2012; National Standard of Higher
Education, draft 2013). Up to the present time, however, the existence of The Association of English Education
Study Program (hereafter AEESP) in Indonesia has not been established yet, so that in an attempt to reconstruct
the curriculum of academic education for prospective English teachers, English education study program does
not have a reference in terms of the statements of graduates’ competence formulated by the association. The
establishment of AEESP is an urgent need because at the present time each study program is instructed to
reconstruct its curriculum based on the curriculum guide published by the Directorate Teaching and Learning
and the Students Affair. This guide combines the procedures of competence-based curriculum and IQF as the
new reference in developing the higher education curriculum. The establishment of AEESP could be initiated
by The Association of Teachers of English as a Foreign Language in Indonesia (TEFLIN) in collaboration with
the Directorate Teaching and Learning and the Students Affair, The Association of LPTK Indonesia (ALPTKI)
and The Indonesia Communication Forum of State FKIP Leaders.

Steps to Develop Core Competences

All study programs are required to formulate competences or learning outcomes of their graduates
based on IQF and the formulations of competences stipulated by forum or association of the same study program
by involving professional association and stakeholders (BSNP, 2010). Graduates’ competences of a study
program consist of generic competence, main competence and specific competence. The generic competence is
achieved through General courses; main competence (as the characteristics of a study program) and specific
competence (as the characteristics of the university in line with its vision and mission) will be acquired through
Skills courses. The main competence becomes the general characteristics of a study program, whereas the
specific competences added locally by each study program serve as the specific characteristics of its graduates at
the institutional level. The main competence formulated as the learning outcomes of a study program is
developed from the general descriptions of IQF, while the specific competences of a study program are
developed in line with the vision and mission of the university and/or the study program.
There are two steps to follow in the formulation of the graduate competences, i.e. the stipulation of
graduate profiles and the stipulation of graduates’ competencies or learning outcomes (Directorate Teaching and
Learning and the Students Affairs, 2012).
Profiles mean the roles and functions expected to be played by the graduates of study program in the
workplace/society. Profiles originate from the results of tracer study of the alumni, need assessment analysis
from stakeholders, scientific vision, and SWOT analysis. Profiles, viewed as the outcome of education of study

16 st
The 61 TEFLIN International Conference, UNS Solo 2014
program, will provide the prospective students information about the roles played by the graduates having
received instructional process. So, profiles may serve as the success indicators of the learning process of the
study program (the academic accountability). This can be done by comparing the number of graduates who get
jobs in line with the profiles stipulated in the curriculum of the study program.
In stipulating the graduate profiles, the curriculum developers can start by answering the following
question: what kinds of professions can be filled by the graduates of my study program ? The graduates of
English Study Program of the Faculty of Teacher Training and Education, for example, may fill the professions
of English teacher, lecturer, translator and interpreter, and entrepreneur in English education (Setyono, 2014).
After stipulating the profiles, curriculum developers will determine the kinds of competencies required
to be possessed by the graduates of the study program as the output of instructions. This can be achieved by
answering the question: “ In order to be a profile....., a graduate must be able to do what...... ?”. For obtaining
the complete lists of competences, this question has to be repeated for every graduates’ profile.
In reference to IQF, undergraduate teacher education is categorized at level 6 in the hierarchy.
Therefore, in formulating the graduate competences for students of English education program curriculum
developers have to pay attention to descriptions of competences for level 6. In this case, the curriculum
developers need to formulate competences that should be owned by students of English education program at the
end of their study. The formulations of graduates’ competences or the learning outcomes that will be achieved
by a study program minimally have to contain four aspects described in IQF, that consist of : (a) the general
description of attitudes and values as the characteristics of education in Indonesia; (b) the description of work
performance, (c) the description of knowledge mastery, and (d) the description of managerial ability. As a
matter of fact, it must be the job of association of English education study program to produce the statements of
graduates’ competences in the academic curriculum of for prospective English teachers.
The statements of competence required to be achieved by undergraduate students of English education
study program should have become the core or main competence of English education program in Indonesia.
This is an essential one because it will become a guide for all English education study programs in Indonesia to
target their students to achieve the standard. Without the standard of graduate competences, the capabilities of
the graduates of the same study program will be in variations, and automatically it will affect the
competitiveness of our graduates. In addition, the absence of the statements of the graduate competences
formulated by the association makes it difficult for English education study program to formulate detailed
learning outcomes as suggested by IQF and the curriculum guide published by the Directorate Teaching and
Learning and the Students Affair.

Conclusions and Suggestions

The external and internal conditions due to the effects of the globalized world will surely threaten the
life of Indonesian people in many sectors if the government do not seriously respond to such conditions. One of
the essential actions to do is preparing qualified human resources that are expected to be able to respond to the
needs of global era in the 21st century. Restructuring higher-education curriculum as the blue print in producing
the qualified human capital seems to be appropriate decision. An element of curriculum that is crucial to be
reviewed and standardized is the graduate competences of the study program to be adjusted with IQF. Graduates’
competences of a study program comprise general competence, main competence and specific competence. The
general competence constitutes the general characteristics of graduates at the national level; main competence
becomes the characteristics of a study program at the national level; while specific competence colors the
characteristics of the university in line with its vision and mission. The formulations of graduates’ competences
have to contain four aspects described in IQF, i.e. (a) the general description of attitudes and values as the
characteristics of education in Indonesia; (b) the description of work performance, (c) the description of
knowledge mastery, and (d) the description of managerial ability. These formulations will become a guide to
develop learning outcomes at the level of study program and should have been formulated by association of
study program.
As the Association of English Education Study Program has not yet been established up to the present
time, it is suggested that The Association of Teachers of English as a Foreign Language in Indonesia (TEFLIN)
initiates the formation of The Association of English Education Study Program in collaboration with the related
parties, such as the Directorate Teaching and Learning and Students Affairs, The Association of LPTK
Indonesia (ALPTKI) and The Indonesia Communication Forum of State FKIP Leaders. English Education Study
Program is also recommended to prepare the curriculum reconstruction to be adjusted with Indonesian
Qualification Framework and the new era of professional teacher education curriculum.

st
The 61 TEFLIN International Conference, UNS Solo 2014 17
References
BSNP (2010) [Council of National Standard of Education]. Standard Isi Pendidikan Tinggi. [Content Standard
for Higher Education].
Direktorat Pembelajaran dan Kemahasiswaan (2012) [Directorate Teaching and Learning and the Students
Affairs] . Panduan Pengembangan dan Penyusunan Kurikulum Pendidikan Tinggi (KPT)
Pendekatan Kurikulum Berbasis Kompetensi (KBK) dan Pendidikan Berbasis Capaian (PBC) [A
Curriculum Guide for Higher Education, Competence-based Approach, and Outcomes-based
Education].
Direktorat Jenderal Pendidikan Tinggi (2012) [Directorate General of Higher Education]. Panduan
Pengembangan Kurikulum Lembaga Pendidikan Tenaga Kependidikan (LPTK).[A Guide of Curriculum
Development for Teacher Training Institutions].
Kartadinata, S. (2013). Grand Design of Teacher Education in Indonesia. Paper Presented in International
Conference on Teacher Education “Professional Education for Teachers in Asia-Pacific Region: The
Insights into New Paradigm”, Bandung 1-2 December 2013.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No:73 tahun 2013 tentang Penerapan
Kerangka Kualifikasi Nasional Indonesia Bidang Pendidikan Tinggi. [Application of Indonesian
Qualification Framework in Higher Education].
Rancangan Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia tentang Standar Nasional
Pendidikan Tinggi (SNPT) (Draft 11 Juli 2013).[Draft of Minister of Education and Culture
Regulation on National Standard of Higher Education].
Setyono, B. (2014). Reconstructing the Curriculum of Academic Education for Prospective Teachers to
Meet the Standard of Indonesian Qualification Framework. In Sukatmanand B. Setyono (Ed), Good
Practices in Education across Disciplines and Grade-Levels: Proceedings of International Seminar
held in Jember, Indonesia, 18 January 2014 (pp.115-127). Yogyakarta: Gress Publishing.
Universitas Pendidikan Indonesia. (2010). Re-desain Pendidikan Profesional Guru. Ketetapan Senat Akademik
Universitas Pendidikan Indonesia Nomor:005/Senat SKD/UPI-SK/X/2010. [Redesigning Profession
Education for Teachers: Decree of UPI Academic Senat No.005/Senat SKD/UPI-SK/2010]. Bandung:
UPI Press.

Biodata
Budi Setyono is a senior lecturer at the English Education Department, the Faculty of Teacher Training and
Education, the University of Jember. In 2005 he completed his doctoral degree majoring in English Education
from State University of Malang. His main interests are in the areas of teaching writing, curriculum
development, and teacher education.

18 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ENGLISH AS MEDIUM OF INSTRUCTION
AND STUDENTS’ LANGUAGE ATTITUDE
(A Case of Ex-RSBI Senior Secondary Schools in Pekanbaru)

Bukhori

Abstract: Maintaining national language was one of justifications for discontinuation of using English as
medium of instruction at public schools in Indonesia. Since it has been a controversial issue dealing with
language policy, a comprehensive depiction on how the language attitude of those involved, for instance students
of ex-RSBI schools, needs to be investigated. For that reason, this paper aims to portray the language attitude of
656 students of ex-RSBI senior secondary schools in Pekanbaru toward English and Bahasa Indonesia
underpinned by Baker’s (1992) framework comprising attitude toward the language, the language learning and
use of the language as medium of instruction through a questionnaire survey. By adopting summated rating
method, it was found that most of students had positive attitude toward English and Bahasa Indonesia, however,
statistical analysis indicated that students’ attitude toward English and Bahasa Indonesia was significantly
difference, whereas they had more positive viewpoint toward Bahasa Indonesia than English. Furthermore,
students’ length of experience in bilingual education program influenced their attitude toward English but not
toward Bahasa Indonesia. Therefore, this finding can be foundation to claim that the use of English as medium
of instruction does not affect students’ attitude toward Bahasa Indonesia.

Keywords: Language attitudes, English as medium of instruction, bilingual education program, ex-RSBI

The status of English as an international language (Crystal, 2003; Sharifian, 2009; Debhozorgi, 2012)
that has spread widely and had significant influence on language policy making and practices (Nunan, 2003) has
placed English as the first foreign language in Indonesia (Mustafa, 2002; Hamied, 2012). Because of its
prominent position, functions among other foreign languages in Indonesia and tremendous power and prestige in
global market (Coleman, 2009b), English has been chosen as compulsory subject at secondary schools and
university (Sneddon, 2003) and used as a medium of instruction for a number of selected subject matters at pilot
project schools with international standards (RSBI) for each stratum, i.e primary, junior high and senior high
(Hamied, 2010). However, the implementation of EMI has been discontinued with abolishing the status of RSBI
by the Indonesian constitutional court on January 8, 2013 because of discriminating education, and declining
national and indigenous language attitudes (http://www.bbc.co.uk/indonesia/forum/2013/01/130110_forum_rsbi.
shtml).
The impact of using English as medium of instruction (EMI) on language attitude as aforementioned
needs to be examined empirically since medium of instruction is the most powerful means of maintaining and
revitalizing a language and a culture that is the most important form of intergenerational transmission (Fishman
& Fishman, 2000) and the most direct agent of linguistic genocide (Skutnabb-Kangas, 2000). Meanwhile,
language attitude is one of the important factors determining students’ successful in learning a language
(Gardner, 1985) and it may influence how the teachers deal with pupils (Frender & Lambert, 1973; Seligman,
Tucker, & Lambert, 1972 in Fasold, 1984).
Generally, the relationship between the use of English as medium of instruction and language attitude
can be traced from the concepts of language attitudes. Theoretically language attitudes are formed and
influenced by some factors such as (1) specific experiences, (2) instruction either formal or informal such as
school, home, and various mass media, (3) imitating models such as parents, teachers and friends, and (4)
institutional factors like schools, and military organization (Sartain, North, Strange, & Chapman, 1958), gender,
age, language background, cultural background, ability, and types of school (Baker,1992). This notion indicates
that language attitudes are affected by instructional process in the school. In line with this view, a number of
studies have been conducted to investigate the effect of using English as medium of instruction on students’
language attitudes.
For Indonesian context, several researches dealing with the use of English as medium of instruction and
students’ language attitudes had been investigated in several levels of schools such as Kurniawati (2012) who
found that most of students had positive attitude toward English and negative attitude toward Bahasa Indonesia
and Bahasa Daerah although understanding concepts of mathematic in English was hard. Meanwhile, Sultan,
Borland & Eckersley (2012) revealed that most of grade nine students of three EMI junior secondary schools
disclosed positive attitude toward English. At the same level of school, Mutiarawati (2013) found that students
showed positive attitude toward English subject and English medium of instruction in teaching mathematic.
Furthermore, an investigation by Haryanto & Mukminin (2012) revealed that students had positive attitude

st
The 61 TEFLIN International Conference, UNS Solo 2014 19
toward English even though they preferred Bahasa Indonesia as medium of instruction to English. In addition,
with different research focus, Wardani, Gosong, & Artawan (2013) found that the language attitudes of students
towards Indonesian language tend to be inconsistent based on three aspects of attitude in which conative aspects
was negative, affective aspect was positive, the cognitive aspect was neutral.
A variety of studies, as noted above, has been conducted in relation to EMI and language attitude,
however, a few number of them explored the impact of EMI on language attitude particularly in Indonesian
senior secondary schools context. Additionally, it appears that the researchers just involved single case. Hence,
there is a need to research this area to obtain broader picture of the impact of status English as medium of
instruction and students’ language attitudes by comparing their attitude toward English and bahasa Indonesia
across students’ length of experience in English as medium of instruction program. Therefore, the study covers
the research questions below.
1. What are the attitudes of ex-RSBI senior secondary schools students toward English and Bahasa Indonesia?
2. Are there any differences of ex-RSBI senior secondary schools students’ attitudes toward English and
Bahasa Indonesia?
3. Are there any differences of ex-RSBI senior secondary schools students’ language attitudes based on length
of experience in English as medium of instruction program?

Method
This study was designed as causal comparative that is referred as ex post facto, since both the effect and
the alleged cause have already occurred and must be studied in retrospect (Gay, 2000; Fraenkel, Wallen & Hyun,
2012). For that reason, the respondents of the study were 656 students of four ex-RSBI senior secondary schools
in Pekanbaru chosen by using stratified cluster random sampling technique comprising 235 students of the third
year, 202 students of the second year and 219 students of the first year through closed ended questionnaire. The
questionnaire was constructed under framework of mentalist (Fasold, 1984) elaborated by Baker (1992) with
types of language attitudes namely: attitude toward English language, English lesson, and English as medium of
instruction. The scales used in this questionnaire included some items adapted from scales used in the previous
research (e.g. Gardner, 1985; Baker, 1992) and some items developed for the present study to cover three aspect
of language attitude: cognitive, affective and conative under the umbrella of attitude theory. To analyze the
obtained data, the result of summated rating method, non parametric test was used to assess the differences of
students’ language attitudes across the length of experience in English as medium of instruction program
statistically.

Findings and Discussion

Based on the data analysis, language attitude of 656 students of ex-RSBI senior secondary schools in
Pekanbaru can be categorized positive for manifesting favorable preference, negative as unfavorable tendency
and neutral. Specifically, the picture of students’ language attitude will be presented and discussed based on
research questions in the following section.

The attitudes of ex-RSBI senior secondary schools students toward English

The computation results of summated rating technique of 22 item questionnaires indicated that language
attitude of majority of respondents toward English were positive (82.3%), some of them were negative (15.2%),
and few of them were neutral (2.4%). Specifically, in terms of three types of language attitudes toward English,
the results showed that majority respondents demonstrated positive attitude toward English language (83.37%)
and learning English (87.20%), however, they showed negative attitude toward English as medium of instruction
(62.80 %).
This result is in line with the study conducted by Haryanto & Mukminin (2012) who examined the
impact of using English as a medium of instruction on the achievement at one of secondary level of the
international standard schools. They revealed that students had positive attitude toward English even though they
preferred bahasa Indonesia as medium of instruction to English. However, the result of this study contradicts
with research findings conducted by Mutiarawati (2013) who found that eight grade students of one of RSBI
showed positive attitude toward English subject and English medium of instruction in teaching mathematic.

The attitudes of ex-RSBI senior secondary schools students toward Bahasa Indonesia
Responses of 656 respondents toward 22 items dealing with attitudes toward bahasa Indonesia showed
that almost all respondents (95.88%) revealed positive attitude toward bahasa Indonesia, and few of them
showed negative attitude (2.99%) and neutral (1.22%). This tendency can be traced from their language attitudes
based on three types of language attitudes. It was found that most of respondent showed positive attitude toward
bahasa Indonesia (96.49%), learning bahasa Indonesia (75.91%) and using bahasa Indonesia as medium of
instruction (86,43%)

20 st
The 61 TEFLIN International Conference, UNS Solo 2014
 This result revealed that language attitude of ex-RSBI senior secondary schools’ students toward
bahasa Indonesia were positive. As comparison, Wardani, Gosong, & Artawan (2013) found that language
attitudes of 248 across the grade of ex-RSBI students’ towards Bahasa Indonesia tended to be inconsistent based
on three aspects of attitude in which conative aspects was negative, affective aspect was positive, the cognitive
aspect was neutral. The recent study can strengthen the previous research in terms of affective aspect, yet it can
also against the previous research. It is understandable since research site of both studies are difference
geographically and culturally.

Differences of ex-RSBI senior secondary schools students’ attitudes toward English and Bahasa Indonesia
As stated in the previous section, attitudes of majority respondents toward both English and bahasa
Indonesia are categorized positive. However, it was found the difference between students’ attitude toward
English and bahasa Indonesia about 13.58 percent. To picture the difference of students’ language attitude
toward English and bahasa Indonesia, Wilcoxon Signed Ranks Test was used.
The result indicated that there is a significant difference of students’ language attitude toward English
and bahasa Indonesia (p=.000). There are 201 respondents with negative rank toward bahasa Indonesia
compared with English, 453 respondents with positive rank toward bahasa Indonesia compared with English,
and 20 respondents with the same rank toward bahasa Indonesia and English.
This result is in contrast with research conducted by Kurniawati (2012) who found that most of students
had positive attitude toward English and negative attitude toward Bahasa Indonesia and Bahasa Daerah. The
difference of level of education and age of these two studies can lead the contrast. Baker (1992) identified that
educational background and age were two factors that influenced students’ language attitude. Moreover, studies
conducted by Huteson (2004), Tuakham (2005) and Underbeck (2010) found that age was one of the factors
affecting students’ language attitude toward their first language.

Differences of ex-RSBI senior secondary schools students’ language attitudes based on length of
experience in bilingual education program
Referring to respondents’ demographic profiles, length of experience in bilingual education program
can be grouped based on grades of students. Grade X students had no experiences of bilingual education
program because bilingual education program has been abolished by Indonesia government in 2013. Meanwhile
grade XI students experienced bilingual education program in one semester. And grade XII students attended
bilingual education program during three semesters. By analyzing the differences across grade level, the role of
length of experience in bilingual education program can be turned into the factor influenced students’ language
attitudes.
Based on grades, the results showed that majority students of grade X (87%), grade XI (78.71%), and
grade XII (83.83%) revealed positive attitude toward English. Likewise, almost all students of grade X
(97.26%), grade XI (93.56%), and grade XII (96.60%) demonstrated positive attitude toward bahasa Indonesia.
Since this finding indicated the difference students’ language attitude across the grade, Kruskall Wallis test
analysis was used to assess whether these finding were significantly difference. The analysis results revealed that
there was significant difference of students’ language attitudes toward English across the grade (p=.018)
meanwhile there is no significant difference of students’ language attitudes toward bahasa Indonesia (p=.142).
In terms of attitude toward English, this finding is consistent with another study (McKenzie, 2006)
indicating level of exposure to English was significant factor in determining students’ language attitudes. In
contrast, a study conducted by Zainol Abidin, et.al (2012) revealed respondents in the three years had the same
level of attitude toward learning English, in other words there is no difference in students’ attitudes toward
learning English. Meanwhile, finding on attitude toward bahasa Indonesia is in line with Zainol Abidin’s, et.al
(2012) investigations. Therefore, the current research results point that length of experience in bilingual
education program affected students’ attitude toward English, however it did not have impact on students’
attitude toward bahasa Indonesia.

Conclusions
The implementation of English as medium of instruction in Indonesia public schools has colored the
research on language attitude. This study showed that the implementation of bilingual education did not reduce
students’ attitude toward bahasa Indonesia, even their attitude toward bahasa Indonesia is more positive than
English, especially for its status as medium of instruction.

st
The 61 TEFLIN International Conference, UNS Solo 2014 21
References
Baker, C. (1992). Attitudes and Language. Clevedon: Multilingual Matters Ltd.
Coleman, H. (2009). Indonesia’s ‘international schools’: What are they for? Paper presented at the Eighth
International Conference on Language and Development, Dhaka, Bangladesh, 23/25-06-2009.
Crystal, D. (2003). English as a Global Language (2nd Edition). Cambridge: Cambridge University Press.
Fasold, R. W. (1984). The Sociolinguistics of Society. Oxford: Basil Blackwell Ltd.
Fishman, J. A., & Fishman, S. G. (2000). Rethinking language defense. In R. Phillipson (Ed.), Rights to
language: Equity, power and education (pp. 23–27). Mahwah, NJ: Lawrence Erlbaum Associates.
Fraenkel, J. R., Wallen, N.E. & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. 8th
Edition. New York: McGraw-Hill companies Inc.
Gardner, R.C. (1985). Social Psychology and Second Language Learning: The Role of Attitude and Motivation.
London: Edward Arnold.
Gay, L. R. & Airasian, P. (2000). Educational Research: Competencies for Analysis and Application. 6th Edition.
New Jersey: Prentice-Hall, Inc. Pearson Education.
Hamied, F.A. (2012). English in Multicultural and Multilingual Indonesian Education. In English as an
International Language in Asia: Implications for Language Education. Eds. Andy Kirkpatrick and
Roland Sussesx. London: Springer.
Haryanto, E. & Mukminin, A. (2012). Global, National and Local Goals: English Language Policy
Implementation in an Indonesian International Standard School. Excellence in Higher Education,
Volume 3, Number 2
Huteson, G. (2004). Report on Language Proficiency, Language Use, and Language Attitudes Among the
Puyuma. SIL International.
Kurniawati, N. (2012). Bilingualism in Teaching Mathematics to Young Learner in EFL Setting. Jurnal Vida
Karya, Jilid 27 No. 01
McKenzie, R. M. (2006). A Quantitative Study of the Attitudes of Japanese Learners towards Varieties of
English Speech: Aspects of Sociolinguistics of English in Japan. Ph.D. Thesis. The University of
Edinbugh.
Mustafa, B. (2002). English Teaching in Indonesia: Status, Issues and Challenges. ESL Magazines.
Mutiarawati, R. (2013). The Use of English as Medium Instruction in Teaching Mathematics as SMP RSBI
Bandung. International Journal of Islamic Khazanah, Vol. 1, No. 01, pp. 79-86
Nunan, D. (2003). The Impact of English as Global Language on Education Policies and Practices in the Asia-
Pasific Region. TESOL Quarterly, 37 (4).
Oppenheim, A.N. (1966). Questionnaire Design and Attitude Measurement. London: Continuum.
Sartain, A. Q., North, A. J., Strange, J. R., & Chapman, H. M. (1958). Psychology: Understanding Human
Behavior. United States of America: McGraw-Hill Book Company Inc.
Sharifian, F. (2009). English as an International Language: Perspective and Pedagogical Issues. Bristol,
Buffalo, Toronto: Multilingual Matters
Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or worldwide diversity and human rights?
Mahwah, NJ: Lawrence Erlbaum Associates.
Sneddon, J. (2003). The Indonesian Language: Its History and Role in Modern Society. Sydney: University of
New South Wales Press Ltd.
Sultan, S., Borland, H., & Eckersley, B. (2012). English Medium of Instruction (EMI) in Indonesia Public Junior
Secondary School: Students’ Language Use, Attitudes/Motivation and Foreign Language Outcomes.
Paper Presented in ACTA International TESOL Conference, Cairns Australia 4 July, 2012.
Tuakham, M. (2005). Language Vitality and Language Attitude among the Yong People in Lamphun province: A
sociolinguistic Study. M.A. Thesis. Chiang Mai: Payap University.
Underbeck, K. L. (2010). Language Use and Attitudes Among the Jambi Malays of Sumatera. SIL International.
Wardani, K. D. K., Gosong, M. & Artawan, G. (2013). Sikap Bahasa Siswa terhadap Bahasa Indonesia: Studi
Kasus di SMA Negeri 1 Singaraja. e-Journal Program Pascasarjana Universitas Ganesha Program
Studi Pendidikan Bahasa dan Sastra Indonesia. Vol. 2.
Zainol Abidin, M.J., Pour-Mohammadi, M. & Alzwari, H. (2012). EFL Students’ Attitudes towards Learning
English Language: The Case of Libyan Secondary School Students. Asian Social Science Vol. 8, No. 2;
February 2012
http://www.bbc.co.uk/indonesia/forum/2013/01/130110_forum_rsbi. shtml.

22 st
The 61 TEFLIN International Conference, UNS Solo 2014
 IMPLEMENTING KKNI IN DEVELOPING ENGLISH CURRICULUM
FOR SHIPBUILDING POLYTECHNIC

Desi Tri Cahyaningati

Politeknik Perkapalan Negeri Surabaya
dtricahyaningati@yahoo.com

Abstract: Based on KKNI, learning outcomes are the internalization and accumulation of science, knowledge,
know how, skill, affection, and competencies reached during structured learning process covering a specific
skill or work experience. Concerning this issue, Polytechnic should produce learning outcomes correlated with
job competencies needed in their future working world. In this case, Surabaya Shipbuilding Polytechnic (PPNS)
should adjust its curriculum with stakeholders’ needs in developing curriculum. Considering those problems, this
paper discussed about the implementation of KKNI in developing English curricullum for Shipbuilding
Polytechnic. A need analysis will be performed to set the English learning outcomes. There will be some
questionaires administered to the industries, students, non-English lectures, alumni and Language Experts about
their expectation of PPNS students’ English competencies. The result of the questionaires will help the writer to
determine the students learning outcomes in learning English. Moreover, the writer will determine the content
and the teaching method to reach those learning outcomes. In short, the writer will develop the curriculum by
considering the result of the questionaires that match with students’ level based on KKNI.

Keywords: KKNI, Learning Outcomes, Curriculum, Competencies

Introduction
Indonesian National Qualifications Framework, which is hereinafter referred to as KKNI, is the
competence and qualifications hierarchy framework that can reconcile, equalize, and integrate the fields of
education and job training and work experience in granting the recognition of competence in accordance with the
structure of employment in the various sectors. The importance KKNI can no longer be avoided because
Indonesia is a country that has signed various forms of agreements that exist at the international level such as
AEC, AFTA, WTO and others.
Indonesian National Qualifications Framework (KKNI) is one of the national reference to
improve the quality and competitiveness of human resources sector by achieving human resources qualification
generated by the national education and job training systems, as well as the equality of learning outcomes
assessment system.
Based on KKNI, learning outcomes are the internalization and accumulation of science, knowledge,
know how, skill, affection, and competencies reached during structured learning process covering a specific
skill or work experience. Concerning this issue, Polytechnic should produce learning outcomes correlated with
job competencies needed in their future working world. In this case, Surabaya Shipbuilding Polytechnic (PPNS)
should adjust its curriculum with stakeholders’ needs in developing curriculum. Considering those problems, this
paper will discuss about the implementation of KKNI in developing English curricullum for Shipbuilding
Polytechnic.

Implementing KKNI in Developing English Curriculum

KKNI provides nine levels of qualification, starting from level 1 qualification as
the lowest qualifications and qualification level 9 as the highest qualification. It is divided based on a
comprehensive mapping of labor conditions in Indonesia in terms of the needs of producers (supply push) and
users (demand pull) force working. Based on KKNI levels of qualification, polytechnics graduations are
included in level 5. It means that D3 program should follow the descriptor for level 5.
Here the writer would give example on Design Construction department. Design Construction is one of
the departments in PPNS. It is D3 program included in level 5 KKNI. The program study learning outcomes of
Design Construction department are as follow:

Moral and Ethics

1. Devoted to One Mighty God
2. Posseses excellent moral, ethics and personal identity in carrying out his/her jobs
3. Acts as citizen who is proud of and loves his/her nation and has faith in world peace
4. Capable of working in teams and attest compassion to social, community and environmentak issues
5. Values diversity in culture, vision, beliefs, as well as patent and property rights

st
The 61 TEFLIN International Conference, UNS Solo 2014 23
 6. Esteems law enforcement and demonstrates spirit to put priority to national and public needs

Work Competencies
1. Designs images in the field of ship and other floating vessels building with various existing methods in
accordance with the standards and rules
2. Operates the software and hardware technology in the design of ships and other floating buildings in
accordance with the standards / rules in the field of shipbuilding
3. Analyzes the problem of ship and other floating vessels building based on measurement data in a job
4. Prepares and implements ship and other floating vessels construction in accordance with the standard
and rules

Knowledge Comprehension
1. Comprehends principle and technique of ship and other floating vessels design from key plan until shop
drawing as supervisor and designer
2. Familiar with code and standard applied to the problem of ship and other floating vessels design.

Autonomy and Responsibilities

1. Communicates well and able to work in team, able to develop personal skill and think logically in
solving the problems
2. Writes a comprehensive job report related to Standard Operating Procedure (SOP)
3. Responsible for a job in the field of ship design in accordance with quality standards used.

Following the KKNI elaboration process, the writer developed the learning outcomes for English
courses for Design Construction department by implementing the study program learning outcomes.The study
program learning outcomes were implemented into the content of English learning outcomes. The topics of
English curricullum would be correlated with the study program learning outcomes. Therefore in teaching
English, english teachers would not be merely teaching speaking, reading, listening and writing skills. Students
would also learn vocabularies supporting them in understandin their technical background knowledge.
To get clearer ideas about KKNI elaboration process, we could find it on the following figure. From the
figure we can see that the learning outcomes of program study will influence the curriculum of every courses
including English courses.

Figure 1. KKNI elaboration (Dikti 2010)

In this case, the students will study English with their technical background knowledge. Thus, they are
studying English with a specific purpose. An important principle of ESP approaches to language teaching is that
the purposes for which a learner needs a language. An ESP approach starts with an analysis of the learners’
needs. These needs are specific; they can be identified and they should determine the content of any course
(Richards, 2001)

Discussions
In ESP, learners’ needs are often described in terms of performance, that is, in terms of what the learner will
be able to do with the language at the end of a course of study. The goal of an ESP course is to prepare the
learners to carry out a specific task or set of tasks. Thus in this study, the researcher would like to develop the
course material based on the need analysis in PPNS ESP program.

24 st
The 61 TEFLIN International Conference, UNS Solo 2014
1. Need Analysis Results
The need analysis are delivered to the stake holders containing students, alumni, teachers and industry.
The stakeholders’s opinions about the English skills that should be mastered by PPNS graduates are then
formulated into standard English language competency that must be procured for each PPNS student.
Based on the research, PPNS students ranked reading as the most essential need, speaking (54%),
writing (45%), and listening (36%) second, third, and forth respectively. Moreover the types of sub-skills and
language-based tasks which were chosen by these students were reading textbooks as a very important sub-skill,
participating in class discussion was important for 45 percent of students, and writing term papers were
considered unimportant by 45 percent of students.
PPNS Alumni who have worked in some industries felt that the ability to speak in public is a capability
that should be mastered before working. In addition, the ability to read documents or reports is also a very
important.
Meanwhile PPNS non-English lectures felt that reading skill is very important to be owned by the
student. This is because the books used during the lectures are mainly written in English. They should have
adequate vocabulary and understand the language used in the maritime code as BKI, SOLAS, IMO regulation, as
well as the instruction manual. Students must master the technical terms used for understanding the context.
However, the industry thought that communicating fluently in English is the most important skill in
learning foreign language. Communicating in English is very important in doing some jobs related with the
foreigners. Since most of the success of the jobs are determined by the fluent communication. Good technical
skill will be useless if the students do not master the language to transfer their knowledge. Furthermore the
stakeholders said that PPNS’ graduate students are capable in technical skills but lack of communication skills
especially in English.
Based on the need analysis carried out, the writer designed the PPNS ESP program syllabus. A syllabus
describes the major elements that will be used in planning a language course and provides the basis for its
instructional focus and content. The syllabus could be: situational, topical, functional and task based. In choosing
a particular framework for a course, planners are influenced by: knowledge and beliefs about the subject area,
research and theory, common practice and trends.

2. English Learning Outcomes

According to Design Construction curriculum, students will get English I until English IV that will be
administered in every semester. By learning english chronologically their English learning process will be
maintained continously every semester. Thus English course will get 2 sks in every semester.
Considering the result of stakeholders questionares about the important English competency that should
be mastered by PPNS students, the researcher can conclude that reading and speaking are the most important
skill than others. Therefore in developing English curriculum we would give more portion to those skills. But of
course we could not neglect listening and writing skills since it will also taught integratedly during the lesson.
For English I and English II, we would focus on speaking in general themes. They have to be able to
communicate in general themes such as hobbies, sports, weather etc. The speaking skills gets more portion than
reading skills. The topics for reading are also common things that happens in daily life for example some scripts
from magazine, newspaper or internet. The main focus is their understanding of the simple texts.
In English II we start introducing some technical terms that are usually used in workshops such as kind
of tools, the simple instruction on operating simple tools etc. Since it is for Design Construction department of
course the topics are about the design engineering.
Meanwhile for English III, we are still focusing on reading and speaking but the topics will be more
specificallly technical terms. Hopefully these topics will help them to understand and present work documents.
However the students will get more writing skills in English IV. They will learn how to plan, write and revise
scientific essays in English IV. In facing job hunting after their graduation they will learn also how to write job
application letter and how to win job interview. More specificly, the learning outcomes for English I until
English IV can be seen as follows:

English I
Since English I will be taught in semester I, it will focus on developing students speaking skill in
general English. Therefore the learning outcomes for English I are:
x Students are able to understand simple text
x Students are able to perform daily conversation
x Students are able to give opinion
x Students are able to describe past experiences
x Students are able to understand and give information

st
The 61 TEFLIN International Conference, UNS Solo 2014 25
 English II
The course concentrates on developing students reading and speaking skills. The learning outcomes for
English II are:
x Students are able to understand descriptive text about maritime.
x Students are able to describe an object
x Students are able to master common technical terms
x Students are able to understand and give simple instruction
x Students are able to describe graph

English III
The course concentrates on developing students reading and speaking skills. The passages being
explored in this course cover expository (procedural and reports) texts.
The learning outcomes for English III are:
x Students are able to understand procedural text
x Students are able to understand report text
x Students are able to understand descriptive text
x Students are able to master technical terms
x Students are able to present a report

English IV
The course concentrates on developing students speaking and writing skills.
The learning outcomes for English IV are:
x Students are able to write scientific essays
x Students are able to present scientific work
x Students are able to write application letter, cv and resume
x Students are able to answer job interview

3. Teaching Methodology
Considering the study program learning outcomes, the researcher would apply SCL (Student Centered
Learning) during the English learning process in classroom. SCL is suitable method because as stated in study
program learning outcomes students should communicate well and be able to work in team, be able to develop
personal skill and think logically in solving the problems. There are some forms of teaching methods that can be
applied in students centered learning such as small group discussion, simulation, case study, discovery learning
(DL), self directed (learning (SDL), cooperative learning (CL), collaborative learning (CBL), contextual
instruction (CI), project based learning (PJBL) dan Problem based learning an Inquiry (PBL).

Conclusion
The following conclusions are drawn from the research findings of the present study.
1. Following the KKNI elaboration process, the writer developed the learning outcomes for English
courses by implementing the study program learning outcomes.
2. Considering the result of stakeholders questionares about the important English competency that
should be mastered by PPNS students, the researcher concluded that reading and speaking are the
most important skill than others. Therefore in developing English curriculum, we would give more
portion to those skills.
3. Considering the study program learning outcomes, the researcher would apply SCL (Student
Centered Learning) during the English learning process in classroom.

References
Dikti. 2010. Buku Pedoman Kerangka Kualifikasi Nasional Indonesia
PPNS. 2012.Diploma Suplemen Jurusan Design Construction
Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University
Press.
http://www.cintyasantosa.cz.cc/ Unit Pengembangan Materi dan Proses pembelajaran di Perguruan Tinggi,
DIKTI 2005

26 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE EMERGENCE OF INTERFERENCE
IN STUDENTS FOREIGN LANGUAGE ACQUISITION

Dyah Kusumastuti
University of Muhammadiyah Purwokerto

Abstract: Linguistic interference is one of the difficulties faced by students in EFL situation. In Indonesia,
interference can be found in students’ pronunciation and sentence structure. Students often do mistakes in those
two things. The problem in pronunciation and sentence structure can happen from the interference from students’
first language or mother tongue. Some language systems in Indonesia are different from English. In
Pronunciation, the language sounds are different even some are difficult to imitate since Indonesia does not have
the sounds, for example sound /ș/ and /ð/, these two sounds are not easy to produce. In sentence structure,
Indonesia does not have any rule of Subject Verb Agreement, while English has it. It can be a potential
interference problem for the students. Therefore, teachers must be aware about this interference issue, since the
solution should be found to solve the students’ problem in learning English especially this interference problem.
If the teacher knows well about the interference problem of the students, the teacher will anticipate it by doing
creative teaching approach.

Introduction
Having English in the situation as a second language or foreign language will have different
atmosphere. People in a country, where English is used as a second language, will be more familiar with English
since English is used in daily life, while people who learn English as a foreign language will be more difficult to
learn it. English as a foreign language (next will be mentioned as EFL), means that English is only being spoken
in certain area or condition, not in all situations.
Live in an EFL situation can be a challenge for English learner in enhancing their language skill and
competence. Indonesia is one of countries where people live in EFL situation. Indonesia has a standard language
in which it is used nationally, it is called Bahasa Indonesia. Beside that, there are so many provinces in Indonesia
which each has different language, they have their own vernacular. It becomes the potential problem for
Indonesian learner. In this case, first language (L1) here is the language which is used in Indonesia as a standard
language. Then the target language is English (L2).
In Indonesia, English is learnt in schools especially in the Junior and Senior high schools. The English
learners get their foreign language in school, and it is used only when they are in school or their school may
invite some foreigners. The students do not use English to communicate with their family or people around
them, so the access of getting English is so limited. Bahasa Indonesia is the language that they usually use. They
also have their mother tongue or vernacular, it means while they are learning English, mother tongue
interference may disturb the process of their language learning. That situation then will affect the learners’
foreign language acquisition. Those two languages have different rules, both in pronunciation and grammar,
which the learners should know well. By knowing the differences, the learners will be aware in their learning
process. Teachers are also hoped to have good creativity in their teaching method and technique, it is an effort to
avoid the negative transfer which may be done by the student.
Discuss about the negative transfer means discuss about interference. This article comes to the issue of
interference, the focuses will be on two aspects, and they are pronunciation and grammar.

Foreign Language Acquisition

In Indonesia, English is started to be learnt in schools. Firstly, the students access the foreign language
is in their school, they can apply the knowledge they got only in some certain places, such as schools or English
course. In the process of getting their foreign language, teachers should consider problems which may be
potential for the learners. Davies and Cathrine (2004) stated that one of the problems is interference or negative
transfer, the teaching technique and method should be developed well.
However, some experts did Contrastive Analysis, initially developed five decades ago (Lado 1957)
involves a comparison of the different systems between speaker’s native language and target language to draw
the attention of students and teachers, and to predict and help students avoid errors in the acquisition of the target
language resulting from interference or transfer (Bayley and Lucas, 2007).
Because of the limitation in expressing the knowledge that the students have got, the teachers have the
main role to provide a good atmosphere of English learning process. The teacher’s effort will support the
students’ success in their foreign language acquisition.

st
The 61 TEFLIN International Conference, UNS Solo 2014 27
Interference and Pronunciation
Bahasa Indonesia and English have different rule in pronunciation. Some English sounds can not be
found at all in Bahasa Indonesia’ pronunciation system. The difference then can be a problem for English
learners. Interference in pronouncing the sound, word or sentence can happen here. Berthold et al in Skiba
(1997) define phonological interference as items including foreign accent such as stress, rhyme, intonation, and
speech sounds from the first language influencing the target language.
The discussion can be broadening to the three aspects of pronunciation; they are vowel, consonant and
diphthong. The English vowel sounds which are not found in Indonesian YRZHOVRXQGDUHपDQG‫ݞ‬. The English
consonants VRXQGVZKLFKDUHQRWIRXQGLQ%DKDVD,QGRQHVLDDUHșèDQG‫ݤ‬. Last, the English diphthongs which
can not be found in Indonesian sounds’ system are eܼ ԥ‫ݜ‬, Iԥ, eԥ, and ‫ݜ‬ԥ. Another English vowel, consonant and
diphthong sound may be found in the beginning, middle or at the end of Indonesian words (Kusumastuti, 2011).
Then, those vowel, consonant and diphthong sounds that are not found at all in Indonesian sounds system will be
problem for English learners.
Finally, the English learners will say the sound that may almost have the similar sound with Indonesian
sound system. Then, interference can happen to the learning process.

Interference and Grammar

Talking about grammar is like talking about formulas. The students consider that it is something which
is complicated. They think grammar is something which makes them difficult to master English. At the same
case, the effect is that they are scared to speak English since they think they have bad English grammar.
In other side, they have had their vernacular and standard language. The language then can affect their
learning process. Berthold et al in Skiba (1997) define grammatical interference as the first language influencing
the target language in terms of word order, use of pronouns and determinants, tense and mood. For example, a
sentence in Bahasa Indonesia like “saya siswa” does not need any verb. Interference can happen in English
learning process, the learner can say “I student”, it is a negative transfer from Indonesian grammar to English
sentence. In that sentence, it needs an auxiliary verb “am”.
Those situations should be solved by the teacher by anticipating the negative transfer which may be
potential to disturb the students’ learning process. Davies and Cathrine (2004) explain that language teachers
would optimize their efforts by focusing on the grammar areas of the language being learned (L2) which showed
marked differences with the grammar of the learners’ native language (L1).

Conclusion
Interference can be called as a negative transfer. It may come from students’ first language or mother
tongue. Two aspects that can be potential problems are pronunciation and grammar. Bahasa Indonesia and
English have different rule in those two aspects. Interference may happen in transferring the Indonesian language
system to English. This interference issue can not be forgotten by all stakeholders, especially they who live in
EFL situation. One of the stakeholders is teacher. Teachers are hoped to be a good facilitator in providing a good
learning process. Interference is a real problem and it must be solved. By knowing the potential problem like
interference, the teacher will do something creatively to avoid the negative transfer that may be done by the
students.

Reference
Bayley, R. & Lucas, C. 2007. Ed.Book. Socioliguistic Variation: Theories, Methods and Applications. USA:
Cambridge University Press
Davies. A. & Cathrine, E. 2004. Ed.Book. The Handbook of Applied Linguistics. USA: Blackwell Publishing Ltd
Kusumastuti, D. 2011. Analisis Pemakaian Bahasa Inggris dalam Komunikasi Pramuwisata dan Wisatawan di
Candi Prambanan. Thesis. Yogyakarta State University: Unpublished
Nitschke, S.; Kidd, E.; Serratrice, L. 2010. First language transfer and long-term structural priming in
comprehension. Language and Cognitive Processes 25 (1): 94–11
Skiba, R. 1997. Code Switching as a Countenance of Language Interference. Internet TESL Journal, Vol III, No.
10
Swan, M. & Bernard Smith. 2001. Learner English: A Teacher's Guide to Interference and Other Problems (2nd
Edition) (Cambridge Handbooks for Language Teachers). UK: Cambridge

Biodata
Name : Dyah Kusumastuti, S.Pd, M.Hum
Place and Date of Birth : Ujung Pandang, August 20th 1984
Affiliation : University of Muhammadiyah Purwokerto
Profession : Lecturer of English Education Department at UMP (2011-present)

28 st
The 61 TEFLIN International Conference, UNS Solo 2014
 SOLE USE OF ENGLISH IN EFL CLASSROOM: PRAGMATISM OR BELIEF

Eka Afrida Ermawati

Graduate Program in English Language Teaching, State University of Malang
salsabilaprudenta@gmail.com

Wahyu Kartika Wienanda

Graduate Program in English Language Teaching, State University of Malang
kartika.wienanda.11@gmail.com

Abstract: The sole use of English (L2) in EFL classroom has been a longstanding debate. Some believe that
language exposure has a salient role in EFL classrooms since students only get exposure in the class. On the
contrary, those who against argue that the sole use of English tends to decrease students’ motivation, yet increase
students’ anxiety in learning, particularly for the low proficient students. Furthermore, they add that the sole use
of English is a kind of limitation for human right in expressing their freedom of language use. Regarding those
rationales, the present study aims at exploring teachers’ perspective and attitudes towards the use of English only
in EFL classroom. Descriptive qualitative method using semi-structured interview was employed to reveal the
current phenomenon of L2 use in EFL classes in Indonesian secondary schools. Twelve English teachers from
accredited “A” schools in Banyuwangi and Malang voluntarily participated in this study. The Findings of this
study show that most of the teachers agree on the sole use of English in EFL Classroom. The results of this study
hopefully can be used for teachers in selecting and applying their classroom language policy.

Keywords: Sole use of English, EFL classroom, L2 use

Contemplating L1/L2 Debate

A debate on the use of first language (L1) and target language (L2) in EFL classroom has been
outstanding and continuous. This debate becomes interesting since there are different research findings related to
the implication resulted from the use of L1 or L2 in EFL classroom. Some findings claim that the use of L1 is
beneficial while others do not say so. Many researchers questioned whether students’ L1 should be used in ESL
or EFL classroom. Wigglesworth, (2002) thinks that the use of L1 will only be a hindrance to L2 learning. This
is because learners will more likely rely too much on their L1 and consequently make them reluctant to use L2 to
communicate. Moreover, Ellis (2005: 8) believes that L2 acquisition will be faster if the students receive more
L2 exposure. Supporting Ellis’ argument, Rolin-Ianziti & Varshney (2008: 249) affirm that the use of L1 will be
demotivating factor for students in learning L2.
On the contrary, those arguments are challenged by research findings which claim that the use of L1 is
useful in learning L2. A research conducted by Pablo, et.al (2011: 119) found that the use of L1 in the classroom
is beneficial since it creates a connection between teachers and students, in which that connection can reduce
students’ affective filter in learning L2. Furthermore, Tang (in Mart, 2013: 10) found that L1 use can help
students learning L2 better. Some researchers including Cummins (2007) and Turnbull & Dailey-O’Cain (2009)
also believe that the wise use of L1 is advantageous for the classroom practice since L1 may give good calming
effect to language learners as well as raise learners’ awareness of the difference of their L1 and L2 rules.
Basically, those arguments which support the use of L1 in the process of learning L2 believe that L1 may be both
helping the learners to understand the L2 and impeding the process of L2 acquisition.
This present study is different from the previous studies conducted by some aforementioned researchers
in several aspects. In terms of location, this study was conducted in two different cities in Indonesia, where the
research regarding the use of L1/L2 is still limited. Secondly, level of education is high school level, whereas in
some other studies mostly selected university level, where students’ ability in comprehending English might be
better. In terms of teachers’ status, the subjects who were involved in this study are non-native English teachers,
where they share the same first language with the students. This might give different results on the preferences of
using L1 in the classes. Regarding to the issue, the research questions are formulated as follows:
1. What are the perception and attitude of the sole use of English in EFL classroom?
2. How is the percentage of using English in EFL classroom and what are the reasons of applying such
proportion of L1-L2 use in the class?

Method
Employing a descriptive qualitative design to reveal the current phenomenon of L2 use in English
classes, this study involved twelve non-native English teachers (6 males and 6 females) from nine different high

st
The 61 TEFLIN International Conference, UNS Solo 2014 29
schools in two cities, Banyuwangi and Malang, who have different years of teaching ranging from 2 to 30 years.
The schools were selected purposively based on the accreditation by BAN-S/M.
The instrument utilized is semi-structured interview consisting of 18 questions covering personal
identification, perception and attitude on the use of L1, perception and attitude on full English classes, and the
real expectation towards English classes. The decision of using semi-structured interview is decided after
considering Latief’s argument (2012: 200) that says interview is a good instrument to collect data related to the
factual information and people attitude. The interview took around 25 minutes for each respondent. The
interview results were transcribed and were described qualitatively to explain the perceived perspective and
attitudes. Afterwards, the results of interview were mapped to construct a conclusion of the teachers’ attitude and
perception toward the sole use of English in the class and the average percentage of L1-L2 use in English classes
as well as the ideal perception of code-switching proportion for teachers to be used in the classroom.

Result and Discussion

Perception and attitude of the sole use of English in EFL classroom
From the interview conducted to twelve non-native English teachers from nine senior high schools
accredited “A” in Banyuwangi and Malang, it is found that they have various perceptions towards the use of sole
English in the classroom, yet mostly think that the establishment of full English in the classroom is good. Only
one from twelve respondents (8.3%) totally disagrees to use full English in the classroom. On the contrary, half
of the total respondents stated that they absolutely agree to the sole use of English and have tried to implement it
in their own classes, even though in practice, not all of them are successful in using 100% English due to some
reasons (discussed in the next subchapter). Meanwhile, the rest five respondents (41.6%) stated that they are in
between. They think that sole use of English in the classroom is good for students since they can give more
exposure to the L2 and ample time or chance for students to practice their English. However, two of them
personally disagree if it is implemented in Indonesian EFL context since it may be hard for students to follow the
explanation and lesson, while the remaining three state that teachers should consider students’ proficiency level
before deciding to implement full English in the classroom.
Teachers’ supportive perception on the sole use of English is mainly based on their teaching
experiences. In addition, there were three respondents who claim that they support the sole use of English based
on theories and the results of their reading, and one of the total respondents said that she got the idea for her
language policy from workshop and seminar about English teaching. Almost all respondents believe that in order
to be able to use English fluently, students need much exposure and practice to English to make them
accustomed to using it to communicate. Thus, their acquisition process may be faster than when teachers use L1
as scaffolding. This is in line with an SLA theory proposed by Dulay et al. (1982:15) which states that natural
exposure towards L2 is the best way to acquire that particular L2. Additionally, Ellis (2005:8) also claims that
when learners get ample exposure of the target language, they can learn faster compared to those with limited
exposure. In order to give much exposure to the students, they suggest the optimum use of English in the
classroom, but in different proportions (elaborated more in the next subchapter). Along with the exposure,
comprehensible input is also important to help students acquire target language.
Furthermore, five respondents even stated clearly that actually the use of students’ L1, in this case
Bahasa Indonesia (BI), will decrease students’ motivation in mastering L2. That is why they prefer using more or
even full English to using BI. This is shown by some of the drawbacks of the use of L1 mentioned by the
respondents such as making the students learn the target language slowly (Hr), causing students’ to be less
motivated (Yl, and Up), giving less challenges to the students (Hm), and giving students less exposure to English
(An). They said that actually, students have their expectation towards English class, in which they will listen
more English than BI. When teachers use much L1 during teaching-learning process, students may feel less
motivated, less challenged, and it will eventually result in low acquisition. As Brown (2007) asserts, motivation
is an important thing when it comes to language learning.

The percentage of English-Indonesian use and the reasons of it

Despite their supportive perception and attitude towards sole use of English, in practice, they do not
fully use English all the time. They somehow feel that the wise use of L1 is still necessary due to some reasons
including students’ proficiency level. All of them stated that students’ level varies into high, middle, and low
achievers. The high achievers will be more likely adaptive to the use of full English, but the others may not get
anything from the sole use of English. Thus, it is essential for them to meet the demand of all levels through the
establishment of language policy, which basically promotes more use of English than BI. The policy is made
explicit by discussing it with the students at the first meeting. Negotiation itself aims at making the students
aware of their commitment in using L2 in the classroom and at making them responsible of it. On the contrary,
two teachers who do not establish any negotiation process think that negotiation will make them bargain the
portion of English use in the class.

30 st
The 61 TEFLIN International Conference, UNS Solo 2014
 In this matter, each teacher establishes different percentages of English-Indonesian used in the
classroom. The percentage ranges from 40%-90% of English. Two teachers claimed 50% use of English and BI
in the first meeting and increase the English percentage when the students are accustomed to using it up to 80%-
90%. Four teachers use between 60%-75% English, two people use 80% English, and three teachers use 90%
English. Only one teacher uses less than 50% English.
Seven teachers believe that using L1 wisely can promote students’ motivation in learning English,
particularly for less proficient students. Even, one teacher who applies less than 50% English stated that she does
not want to make her students bored by using full English since not all of them understand her explanation. Even
worse, they will not pay attention when she uses full English due to their inability to comprehend her
explanation. Thus, she thinks that the use of L1 is still needed to promote acquisition and comprehension. It is
also true with the case of teachers who apply 50% English in the class. This reason supports the finding from
Kayaoglu’s study (2012) which suggests that teachers who use L1 in English classroom is considered more
motivating teachers than those who only use English all the time. Besides students’ level, teachers’ proficiency
level also becomes one of the reasons why 50% or less English is applied. A teacher confessed that he applies
small percentage of English because his English ability is fair and it is difficult to remember vocabulary when
speaking. As a result, he prefers using L1 to avoid mistake in giving explanation and to prevent
misunderstanding.
In contrast, teachers who applied 80% to 90% English, believe in the power of exposure. They claims
that the best way in learning English, especially speaking, is by applying it directly in conversation because
learning language is not a matter of memorizing vocabulary and rules but how to use it to communicate with
others. Even, interestingly, two respondents said that they feel guilty when they use BI in their class because they
think that they failed in giving much exposure to the students.
Teachers who applied lower and higher percentage have similar opinions that the use of BI is helpful to
avoid misunderstanding. Sometimes, students do not understand the instructions given by teachers, so that
teachers need to repeat it in BI. As Mart (2013:11) states that learners indeed need maximum exposure to the
target language, but teachers should ensure that their learners really comprehend the explanation and instruction
given. This is important because when the instruction is well understood, the learning objectives will be achieved
since learners perform as expected, and vice versa. Another and the most common reason for teachers to use L1
is to teach grammar clearly and easily because they consider it as difficult materials to be explained fully in
English. If they explained grammar fully in English, students would be confused. This finding is similar to the
result of the studies conducted by Khati (2011). Furthermore, Carson and Kashihara (2012:46) assert that L1 can
bridge learners to understand difficult explanation of grammar, especially for lower proficient students.
Teachers’ decision in applying high percentage is also considering the time given for students to learn
English at school because since the application of curriculum 2013 English is only taught for two hours in a
week. Based on this consideration then they feel that the sole use or maximum use of English should be applied
in class if they want their students to master English.

Conclusion
Most teachers believe that the sole use of English is the best policy applied in EFL classes. Thus,
teachers as the manager should manage their class to make the students eager and enjoy using English in the
classroom since a lot of exposure is needed. To make students want to speak and use English voluntarily, the
language policy should be made explicitly as the agreement between teacher and students. Agreement is needed
to make students aware and have willingness to use English more. To facilitate the low level ability students, the
small and wise portion of L1 use is still needed to explain grammar. This policy is taken to minimize
misunderstanding and misconception of the students in understanding English.

Bibliography
Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).
New York: Pearson Education.
Carson, E. & Kashihara, H. 2012. Using the L1 in the L2 Classroom: The Students Speak. The Language
Teacher, 36(4), 41-48.
Cummins, J. 2007. Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian
Journal of Applied Linguistics, 10, 221-240.
Dulay, H., Burt, M., & Krashen, S. 1982. Language Two. Oxford: Oxford University Press.
Ellis, R. 2005. Principles of instructed language learning. Asian EFL Journal, (Online), 7 (3): 9-24,
(http://www.asian-efl-journal.com/September_2005_EBook_editions.pdf), accessed: April 27th 2014.
Ford, K. 2009. Principles and practices of L1/L2 use in the Japanese university EFL classroom. JALT Journal.
(Online), 31(1): 63-80, (http:// jalt-publications.org/files/pdf-article/art3_5.pdf), accessed: March 28th
2014.

st
The 61 TEFLIN International Conference, UNS Solo 2014 31
Kayaoglu, M. N. 2012. The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and
Perspective. Pamukkale University Journal of Education, 32, 25-35.Khati, A. R. 2011. When and Why
of Mother Tongue Use in English Classrooms. Nepal English Language Teachers’ Association, 16(1-2),
42-51.Latief, M. A. 2013. Research methods on language learning: An introduction. Malang: State
University of Malang Press.
Latief, M. A. 2013. Research methods on language learning: An introduction. Malang: State University of
Malang Press.
Mart, C. T. 2013. The facilitating role of l1 in ESL classes.
International Journal of Academic Research in Business and Social Sciences, (Online), 3(1): 9-14.
(http://www.hrmars.com/admin/pics/1400.pdf), retrieved on April 27th 2014.
Pablo, I. M., Lengeling, M.M, Zenil, B.R., Crawford, T., and Goodwin, D. 2011. Students and teachers’ reasons
for using the first language within the foreign language classroom (French and English) in central
Mexico. Profile, (Online), 13 (2): 113-129, (http://www.revistas.unal.edu.co/index.php/.../26152),
retrieved on April 27th 2014.
Rolin-Ianziti, J., & Varshney, R. 2008. Students’ views regarding the use of the first language: An exploratory
study in a tertiary context maximizing target language use. The Canadian Modern Language Review,
(Online), 65(2): 249-273, (http://utpjournals.metapress.com/content/u64246027047803u/), retrieved on
April 27th 2014.
Turnbull, M. & Dailey-O’Cain, J. 2009. First Language Use in Second and Foreign Language Learning. Bristol,
UK: Multilingual Matters.
Wigglesworth, G. 2002. The Role of the First Language in the Second Language Classroom: Friend or Foe.
English Teaching, 57, 17-29.

32 st
The 61 TEFLIN International Conference, UNS Solo 2014
 TEACHERS’ BELIEFS IN TEACHING READING TOWARDS
NATIONAL EXAMINATION CHALLENGE IN INDONESIA

Intan Kusumawardhani
Universitas Negeri Malang
k.intan91@gmail.com

Erwin Suhendra
Universitas Negeri Malang
ewiensuhendra21@gmail.com

Abstract: Reading is an important skill to be acquired in second language learning. The significance of teaching
reading is aimed at educating students to face life. However, the existence of national examination as a
measurement standard brings some effects towards teachers’ beliefs in teaching reading. Moreover, it is taken as
students’ final evaluation to pass the school by 40% percentage from NE and 60% from school. The soul of
teaching reading to get students’ comprehension of texts can be damaged since people are thinking more
pragmatic. Teachers tend to change their way in teaching reading when the national examination day is closer.
This research will be conducted descriptively, using questionnaire and interview as the research instruments. In
order to face the newest curriculum in Indonesia, NE is pondered as good to be held as the measurement of
education in Indonesia, but the side effects in teaching reading should be taken as consideration. This paper also
aims at finding out solution for betterment of education.

Keywords: National Examination (NE), teachers’ beliefs, teaching reading

Reading is an activity with a purpose in which individual has his/her own goal in reading. A person may
read in order to gain information or verify existing knowledge, or aiming at criticizing a writing’s ideas or
writing style. A person may also read for joyful activity, or to enhance knowledge of the language being read
(Byrnes, 1998). The purpose for reading also determines the appropriate approach to reading comprehension. To
achieve reading comprehension, there are some factors contributing reading comprehension.
Perfetti, Marron, and Folz as cited in Mcnamara’s book (2007:49) divided the factors that contribute to
reading comprehension into two general areas: processes and knowledge. Processes involve decoding, working
memory, inference making, and comprehension monitoring. In contrast, knowledge factors include word
meanings and domain knowledge related to the content of what is being read. The teaching of reading as a
foreign language (EFL reading) in Indonesia can be generally included in the teaching of reading
comprehension. This is because it aims to improve the skills of learners, who have been able to read in their first
language and in EFL, in understanding the meaning of a written text. Thus, the term reading in this article refers
to the nature of reading in this sense, not to the initial reading.
The core curriculum for reading education should equip graduating teachers to produce readers who are
successful in the classroom and on standardized tests and use reading effectively to negotiate the world.
According to the 2004 English curriculum, the objectives of English instruction at the two levels of secondary
school (junior and senior high) are as follows (Translated from Depdiknas, 2004: 9 and Depdiknas, 2003: 7,
originally written in slightly different Indonesian wordings): developing communicative competence in spoken
and written English language which comprises listening, speaking, reading, and writing, raising awareness
regarding the nature and importance of English as a foreign language and as a major means for learning,
developing understanding of the interrelation of language and culture, as well as cross-cultural understanding.
Having a status as a local content in the curriculum, English in primary schools is targeted toward the
development of ability to understand simple oral and written English discourse (Cahyono, B.Y, Widiati, U,
2006). Aside with that statement, reading for second language learners is arranged as reading to find information,
reading for general understanding, reading to learn, and reading to critique and evaluate respectively (Saville-
Troike, 2006; Orr, 1999). Besides, reading abilities is defined as a means of communication (Sulistyo, 2011).

Research Method
This research aims at knowing varieties of teachers beliefs in teaching reading in addition to achieve
their reading purposes; in this case reading to learn. However, current condition creating variety of teaching
reading with an assumption as an effective teaching. This demand us to see how strong the role of teachers belief
in teaching their students when teachers should face with the National Examination. This research investigated
kinds of teaching strategy implemented by the teacher which derived from their beliefs. The writers tried to see
the correlation between beliefs and National Examination. Thus, the writers used questionnaire and interview as

st
The 61 TEFLIN International Conference, UNS Solo 2014 33
the instruments to know teachers’ beliefs in teaching reading. The subject of this research were 16 English Junior
High School teachers representing Indonesian Region. Those were from East Java (7), NTB (3), Kalimantan (3),
Sulawesi (3). This research took those region randomly in addition to get different teachers’ beliefs from
different level of proficiency in each region, regarding the geographic condition in Indonesia.
The questionnaire consists of 16 questions, prior to teachers’ beliefs questions, strategy, and teachers’
opinion about National Examination. While the interview questioning teachers’ expectation in relation to the
upcoming National Examination (in K13 period).

Criteria of Successful Teaching Reading

As cited from Saville-Troike, criteria of successful teaching reading can be determined from how a
relative beginner is able to scan text for a specific topic or word, and intermediate L2 learners can comprehend
the main ideas and get some supporting information, but reading to learn and critical/evaluative reading are
generally for discourse or textual schemas and common technical vocabulary.
In Indonesia, the criteria of successful teaching reading are not merely different from general. The goal
actually the same, but problem that is faced by Indonesian EFL teachers is the responsibility to make students
pass the national examination. Therefore, the goal of teaching reading not only for getting information, but how
the way students can answer and notice the possible answers from multiple choices.

Findings
Teachers’ Beliefs on Teaching Reading
Teacher belief is one important thing to be there in teaching learning process. It is associated to the
reflection of teachers upon their own actions in order to make explicit their often implicit beliefs systems and to
help teachers clarify what is personally meaningful and significant to them in their professional roles (Williams
& Burdens, 1997). Teachers’ beliefs are important in teaching learning activities since it brings effect towards
everything teachers do in the classroom, explicitly or implicitly. However, previous research found that there is
inconsistency between teachers’ beliefs and their self-reported classroom practice (Khonamri & Salimi, 2010:96;
Powers & Butler, 2006:123).
Generally, teachers’ beliefs towards teaching reading can be seen from micro- and macro-skills for
reading comprehension in teaching reading strategy derived from Brown’s book (2007:358-359). Those are
bottom up and top down processing, schema theory and background knowledge, teaching strategic reading,
extensive reading, fluency and reading rate, focus on vocabulary, the role of affect and culture, adult and literacy
training. It deals with language knowledge and also culture knowledge to be brought in classroom to achieve
students succeeded reading comprehension.
In Indonesian context, teachers’ beliefs towards teaching reading are more alike. The method and
strategies used are not necessarily different to teaching reading generally. However, the shifted of teachers’
beliefs in teaching reading are shown when students are in final grade of the school, especially for secondary
school. The goal of reading is to achieve high score in National Examination.
The following issues cover findings on teachers’ beliefs towards knowledge of using strategy in
teaching reading and its implementation in classroom. From the result of the questionnaire, teachers tend to use
strategy in teaching reading. Majority of respondents believe that using strategy will help students to achieve
reading comprehension (72%), help teachers to prepare their teaching materials (23%), and others because it has
been equipped in the lesson plan (5%).

teaching reading technique

Jigsaw
Think Pair Share
Group Work
Think Pair Square
Stay Stray
Underlining
Column Notes
Group Discussion
QAR
SQ3R
KWL
Read Aloud

0 2 4 6 8 10 12 14

implementation knowledge

Diagram 1.1 shows kinds of teaching reading techniques implemented by teachers.

34 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The diagram shows that teachers have adequate knowledge about teaching reading strategy. But they
have preference to use only some techniques to be implemented. The consideration are varied. From the
condition of the class, the students, and the topics. Group Work and Group Discussion mostly implemented
because of teachers’ lack understanding on how to teach reading in K13.
The writer also held interview to strengthen the results. Derive from teachers’ confusion on K13 which
stated that it implemented scientific approach in English. Teacher found difficulties to implement the approach.
Therefore, teacher prefers to have Group Work and Discussion in teaching reading which can be said that those
two are considered as conventional. Curriculum might be changed but teacher beliefs still there since it is built
from long time and many experiences.

National Examination Challenge

The coming of newest curriculum in Indonesia that is 2013 curriculum or abbreviated as K-13, brings
new enlightment towards Indonesian’s education. The goal of learning language as a means for communication
along with the spirit of ‘Observing-Questioning-Analyzing-Experiment-Networking’ is considered can make
betterment for future of Indonesia. However, the existing national examination is still being one enemy for
teaching reading.
From Diagram 1.1 we can see that teachers have beliefs to use strategy in teaching which the kinds of
teaching reading strategy assume effective to help students in comprehending reading materials. The writers
found that most of teachers familiar with and implementing group discussion as teaching strategy. However,
when teacher facing National Examination, most of them tend to change their beliefs in teaching. The percentage
of teachers who tend to change their teaching methods are 75% as can be seen in Diagram 1.2 below. It affects
the result of previous teaching result, whether the shifting helps students to comprehend reading materials or
helps them to use trick to answers the multiple choices.

Diagram 1.2 about teachers’ shifting method in teaching reading

From the elaboration, can be concluded that teachers tend to change their beliefs when the NE time is closer.
This condition creates challenge to NE that government should consider this phenomenon in constructing NE in
the future. Therefore, if NE still be established, the government should consider the level of difficulties and
competence standard in each region, which will help teacher not to teach tricks in facing NE.

Concluding remarks
Most of teachers have beliefs to use strategy in teaching reading aiming at helping students achieve
their reading comprehension. The soul of teaching reading to get students’ comprehension of the texts can be
damaged because of the existing national examination. Teachers tend to change their way in teaching reading
when the national examination day is closer. It surely challenge the existing of National Examination (NE).
However, NE is important to be held as the measurement of education in Indonesia, but the side effects in
teaching reading should be taken as consideration. The stakeholder should thinking about level of difficulties and
standard competence of each region. This research also recommend the local government to support in
maximizing teacher training program in K13 socialization, especially in teaching reading strategy. Future
researchers could conduct the same research but deeper in terms of equal respondents and different research
method.

st
The 61 TEFLIN International Conference, UNS Solo 2014 35
References
Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).
USA: Pearson Education.
Byrnes, H. 1998. Reading in the Beginning and Intermediate College Foreign Language Class. Washington,
DC: Center for Applied Linguistics.
Cahyono, B.Y, Widiati, U. 2006. The Teaching of EFL Reading In Indonesian Context: The State of The Art.
TEFLIN Journal 17(6) 36-58.
Khonamri, F., Salimi, M. 2010. The Interplay Between EFL High School Teachers’ Beliefs And Their
Instructional Practices Regarding Reading Strategies. Novitas-ROYAL (Research on Youth and
Language) Journal, 2010, 4 (1).
McNamara, D.S. 2007. Reading Comprehension Strategies: Theories, Interventions, and Technologies. New
Jersey: Lawrence Erlbaurn Associates.
Orr, J.K. 1999. Growing Up with English. Washington: Office of English Language Programs.
Powers, W. Sherry et al. 2006. Investigating Connection Between Teacher Beliefs and Instructional Practices
with Struggling Readers. Reading Horizon Journal, 2006, 47 (2).
Saville-Troike, M. 2006. Introducing Second Language Acquisition. Cambridge: University Press.
Sulistyo, G.H. 2009. English as a Measurement Standard in the National Examination: Some Grassroots Voice.
TEFLIN Journal. 20(1) 1-24.

Bibliography
Intan Kusumawardhani, S.Pd is a student of graduate study program focusing on English Language Teaching
in State University of Malang. Formerly she was also graduated from the same university. Besides, she is
also an assistant researcher on Center for Cultures and Frontiers Studies (CCFS), Brawijaya University.
She was a presenter in ELITE conference in UIN Maulana Malik Ibrahim Malang on 2014. Her interest is
TEFL and ESP. Fetch her via k.intan91@gmail.com
Erwin Suhendra, S.Pd is a Graduate Program student at State University of Malang majoring English
Language Teaching. He took his undergraduate program at IKIP Mataram. He participated in NUDC
(National University Debating Championship) started from 2011 up to 2013. He also act as Core
Adjudicator on ISHED (Inter Senior High School English Debating) Championship 2013 NTB Province.
His main interest is on English Debating and Public Speaking. Trace him on
ewiensuhendra21@gmail.com

36 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE IMPACTS OF INTEGRATED CURRICULUM

Maya Defianty and Ummi Kultsum

Abstract: Integrated curriculum has become a definite choice as educational system aims for rigor and
relevance. One of the forms of integrated curriculum is to correlate between or among subjects. This research
incorporated two subjects taught at English Department at UIN Syarif hidayatullah Jakarta, they are Public
Speaking and Writing. Both subjects were incorporated under the notion of Project Based Learning.
Specifically this research aims to identify the impacts of the integrated subjects. Participants were students from
the fifth semester of English Department at UIN Syarif Hidayatullah Jakarta. The research is designed using
qualitative descriptive method, data attained from Questionnaires, observation and document analysis of
students’ project. Research reveals that the integration of Public Speaking and Writing subject improves
students’ motivation in learning because it provides the real purpose of learning. Students’ also claimed that it
reduces their burden in doing tasks. Nevertheless, some revisons on the syllabus should be made in order to
enhance the products’ project.

Keywords: Integrated curriculum, Project-based learning, rigor and relevance

Background
To integrate means to combine into a whole,thus, simply put integrated curriculum can be defined as a
curriculum that provide a holistic knowledge that concern not only the accuracy of knowledge but also its
practice in real life situation. Chernus et.al.(2001) defined, integrated curriculum is “an instructional approach
that incorporate key content from two or more disciplines; has well defined educational objectives (academic,
industry and workforce-readiness standards) and uses authentic applied problems to engage and challengethe
students”. Further, interated curriculum may take various forms such as subjects correlation, fusion, and core
curriculum (Vars 1991). The term itself are variously called as integrated curriculum, interdisciplinary study,
cross disciplinary study and integrated learning (Jacobs 1989).
One the aims of implementing integrated curriculum is to make learning relevant with the required
competence in the society. To the extent of university curriculum, the purpose of integrated curriculum mean
equipping graduates with academic knowledge and employability skills. According to Daggot (2005) university
should not only focused on rigor-accuracy of knowledge, carefullness of thought and the systematic relatedness
of ideas (Jacobs 1989)- but also its relevance in the professional life.
Based on the discussion above, it is high time for university to revise their curriculum, especially since
the Ministry of Education and Culture issued The policy entitled KKNI (Indonesian Qualification Frameworks)
in 2011. Curriculum in university should be revised bacause many subjects are overlapped and they are lack of
relevance with what is needed in the workfield.
Departing from this point, the researchers implemented integrated curriculum and identify its impacts.
Two subjects,Public Speaking and Writing 3,are integrated under the notion of Project-based Learning. It is the
impacts of the integrated curriculum to the extent of achievement, motivation and difficulties which is being
investigated on this research.

Literature Review
a. Integrated Curriculum
Shoemaker (1989 cited in Lake 2000) defines integrated curriculum as “...education that is organized in
such a way that it cuts cross subject-matter lines; bringing together various aspects of the curriculum into
meaningful association to focus upon broad areas of study. It views learning and teaching in holistic way and
reflects the real world which is interactive”. Further, Fogarty (1991) said that Integrated curriculum is a
continuum continum, which she illustrated below
Integrated Curriculum Continuum

Within subject areas Between subject areas Beyond subject areas

multidisciplinary
transdisciplinary
interdisciplinary

st
The 61 TEFLIN International Conference, UNS Solo 2014 37
 The current trends that tend to emphasize only on rigor has lead students on limited purpose of learning,
that is to get a satisfying score. Nevertheless, satisfying scores should be accompanied by ability to apply the
knowledge in the workfield (Dagget 2005). It is for this particular rationales that curriculum should be
integrated, as Kolde (1991) said that integrated learning would provide graduates with higher capabilities,
flexibility and adaptability, better-prepared workforce and improve educational systems as a whole.

Project Based Learning

Project Based Learning (PBL) is a systematic teaching method that engages students in learning
essential knowledge and skills through an extended, student-influenced inquiry process structured around
complex, authentic questions and carefully designed and product. PBL can be defined as collaborative approach
to teaching and learning in which learners are placed in situations where they use authentic language to
accomplish particular objectives. As a part of the process, learner’s plan, work on complex tasks, and assess their
performance and progress. A project is designed around issues, questions or needs identified by learners
(Mansor, at.al. 1997, Ferarra, 2012).
In learning English project work becomes a practical meaningful way of learning and assessing the
progress of learning English. Because project learning became an integral part of this research and development
initiative. Through project, teacher could look at how learner’s use language and literacy. In addition, through
the exploring the ideas, solving problems, sharing information, working cooperatively and independently,
teachers could observe affective behaviors and cognitive strategies that affect learning.

Research methodology
This research is designed using qualitative descriptive method. Participants of this research are 30
students from English department fifth semester who were taking Public Speaking and Writing subject. They are
chosen because they have the same period for both subjects in English department.
Paricipants were assigned to conduct a project that is making magazines.It is designed as follow,
students asked to find and decide the issues to be discussed; students made an article and presented it on the
class; students gave the feedback from the discussion they have done;Students made magazines from the article
they have made before. Data were gathered through questionnaires, document analysis and observation . The
data collected was codified, classified and interpreted.

Research finding
The question items were included in the questionnaire is divided in three parts. The first part related to
participants’ profile. The second part is a part of getting pertinent information on writing courses and Public
Speaking. The last part related to the obstacles and expectation of participants about the lesson they have taken.

1. Students Questioner (getting pertinent information on writing courses and Public Speaking based on PBL)
In the acquisition of data, researchers conducted observations and questionnaires. These instruments
related to the effectiveness of learning. The questionnaires are distributed to the students to evaluate the program
design and content of teaching and the relevance of the needs of the topics taught.
In order to obtain data regarding learning Public Speaking and Writing based on PBL made more
interesting. Data obtained from 30 students, 97% (29 students) agreed that learning through PBL was interesting
and other 3% (1 student) has not give her/his comment.
Related to the question of team work in learning based on PBL, 94 % (28 students) agreed that work in
team has developed in doing the project. But 1 student (3%) disagree about it and other 3 % gave no comment.
Regarding to learning Public Speaking and Writing based on PBL made them more meaningful, 84%
(25 students) said that learning both Public Speaking and Writing based on PBL gave them more meaningful.
However, 6% (2 students) disagreed about it. And the rest of 10% (3 Students) abstain.
The students who assumed developing their ability in searching and studying information from learning
Public Speaking and Writing based on PBL during learning process are; 94% (28 students), 6% (2 students) gave
no comment on it. Furthermore, 77% (23 students) felt that in learning Public Speaking and Writing based on
PBL, they can learn other materials outside of the lesson. Even 13% (4 students) disagreed about it and the rest
of 10% (3 students) abstain.
Related to statement of learning Public Speaking and Writing based on PBL can accommodate student’s
learning style. 64% (19 students) agreed, but 23% (7 students) disagreed and 13% (4 students) abstain.
However, 90% (27 students) assumed that learning Public Speaking and Writing based on PBL made
them more responsible in their learning process, meanwhile 10% (3 students) of them abstain.
This is further strengthened by the questions relating to learning Public Speaking and Writing based on
PBL made 80% (25 students) can control learning and become an independent learner. Only 10% (3 students)
did not feel it and the rest of 10% (3 students) did not give their response.

38 st
The 61 TEFLIN International Conference, UNS Solo 2014
 At last, there were 85% (25) students assumed that learning Public Speaking and Writing based on PBL
increased their speaking and writing ability. 13% (4) Students did not think so and only 3% (1) students abstain.
Thus, learning Public Speaking and Writing based on PBL made them think critically. This can be seen that 71%
(21 students) agreed about it. 16% (5 students) disagreed and the rest of 3% (3 students) gave no response.

2. Students Questioner (the obstacles and expectation of students about the lesson they have taken)
To retrieve data information about student’s obstacle (difficulties) and expectation in learning Public
Speaking and Writing based on PBL, researchers open some questions for stimulating students to express their
experience during the class and also their ideas about the class they have taken.
On the first question, students being asked about the difficulties in learning Public Speaking and
Writing based on PBL. Most of students felt difficulties when they have to work in a group. Different person will
show different personality. This makes them hard to elaborate their ideas and decide the appropriate issue in a
group. Other problem they have faced was how to manage their time in developing their project. However,
during the time they started know how to manage their time for finding the issues, searching the data to support
them, put them in an article and later make the pointer which they would presented in front of the class.
Second question, students have been asked about their motivation in learning Public Speaking and
Writing based on PBL. All students mentioned that they have high motivation in learning Public Speaking and
Writing based on PBL. Most of them felt that they understand more clearly about the materials of Public
Speaking and writing. Thus, they have new lesson about how to make a magazine.
This supported to the third question whether learning Public Speaking and Writing based on PBL
promoted students to learn other materials. Students stated that bay learning Public Speaking and Writing based
on PBL, they can learn how to be a journalist, understand social life, education, culture, law and even medicine.
Furthermore, students agreed in learning Public Speaking and Writing based on PBL they learn how to develop
the communications among others whether in the group or in the class.
Next, students have asked about their impression about learning Public Speaking and Writing based on
PBL. All of students thought that learning Public Speaking and Writing based on PBL were very interesting and
impressing. According to them, PBL is a new way/strategy in learning. The lessons they have were very
appropriate to be delivered with this strategy. Thus, they could do two different subjects in one project. Even it
was hard for the first time, but this made them aware and serious to learn any materials.
Therefore, students asked the researchers to keep doing the learning strategy (PBL) in their teaching-
learning process. Even, they suggested to support other lecturer to use the same strategy in other lesson. And for
learning Public Speaking and Writing based on PBL could be varieties to not only make a magazine but make a
film, drama or else.

Conclusion
Integrated curriculum has become a define choice as educational system aims for rigor and relevance.
One of the forms of integrated curriculum is to correlate between or among subjects. Public Speaking and
Writing are two subjects that taught in the fifth of semester. These two subjects are being correlated under the
notion of Project Based Learning (PBL).
By using qualitative descriptive design, the study found that learning Public Speaking and Writing
based on PBL can develop students motivation in learning both subjects, give them the opportunity to learn other
subjects outside the two subjects such as journalistic, social live, education, culture and so on. Thus, this
provides the real purpose of learning. Also, learning Public Speaking and Writing based on PBL reduces
students burden in doing tasks.
Form the research and the finding above, it can be concluded integrated learning that pointed in
integrated curriculum will support students to increase their learning quality. Thus, they can develop the real
learning because they understand what they do.

References
__________. 2011. Kerangka Kualifikasi Nasional Indonesia: Indonesian Qualification Frameworks. Direktorat
Pembelajaran dan Kemahasiswaan Direktorat Jenderal Pendidikan Tinggi Kementrian Pendidikan dan
Kebudayaan. Workshop at UIN Syarif Hidayatullah on November 8th, 2013.
Beane, James A. 1995. Curriculum Integration and the Disciplines of Knowledge. The Phi Delta Kappan Vol.76
no.8 (April 1995) pp.616-622 Retrieved from http://www.jstor.org/stable/20405413 on February 28th,
2014.
Bonwell, C., & Eison, J. 1991. Active Learning: Creating Excitement in the Classroom. (ASHE-ERIC Higher
Education Report No.1). George Washington University. Abstract Online
at http://www.ed.gov/databases/ERIC_Digests/ed340272.htm.

st
The 61 TEFLIN International Conference, UNS Solo 2014 39
Chernus, Kathleen & Fowler Donna.2010. Integrating Curriculum: Lesson for Adult Education and Technical
Education. National Institute for Literacy. Retrieved
from http://www.ed.gov/databases/ERIC_Digests/ed340272.htm on February 20th, 2014.
Dagget, William R. 2005. Achieving Academic through Rigor and Relevance. International Center for William
Leadership in Education. Retrieved from
http://scholar.google.com/scholar?q=achieving+academic+excellence+through+rigor+and+relevance&b
tnG=&hl=en&as_sdt=0%2C5 on February 20 th, 2014.
Ferarra, Joe. 2012. Project based Learning. Texas Instrument. Texas
Fogarty, Robin. 1991. How to Integrate Curricula. Skylight Publication
Jacobs, Heidi Hayes. 1989. Interdisciplinary Curriculum: Design and Implementation. The Association of for
Supervision and Curriculum Development
Kolde, RosemaryF. 1991. Integrated Learning for a Competitive Workforce. The Phi Delta Kappan Vol.72 no.6
(February 1991) pp.453-455 Retrieved from http://www.jstor.org/stable/20404434 on February 28th,
2014
Martin, Andy., & Hellen Hughes. 2009. How to Make the Most of Work Integrated Learning: A Guide for
Students, Lecturers & Supervisors. Massey University Press. New Zealand
Parson, Michael J. 1998. Integrated Curriculum and Our Paradigm of Cognition in The Arts. National Arts
Education. Vol.39 no2 (Winter 1998) pp. 103-116. Retrieved
from http://www.jstor.org/stable/1320463 on February 28th, 2014
Vars, Gordon. 1991. Integrating the Curriculum: Integrated Curriculum in Historical Perspective. The
Associationfor Supervision and Curriculum Development. Retrieved
from http://scholar.google.com/scholar?q=integrating+curriculum+in+historical+perspective&btnG=&h
l=en&as_sdt=0%2C5 on February 20th, 2014

40 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NUCLEAR STRESS: A CANDIDATE OF FACTORS DETERMINING
GLOBAL INTELLIGIBILITY OF EFL SPEAKERS’ SPEECH

Moedjito
STKIP Hamzanwadi Selong

Abstract: The current study was aimed to investigate nuclear stress as a candidate of factors determining global
intelligibility of EFL speakers’ speech, focusing on (1) How is the EFL speakers’ ability in nuclear stress? and
(2) Is there any significant effect of EFL speakers’ ability in nuclear stress on the understanding of the message
being communicated? To achieve the twofold goal, the present researcher asked five university students as EFL
speakers to say 30 sentences with different intonational foci and recorded their utterances. The recording was
then presented to three native speakers who assessed and decided whether the EFL speakers’ utterances were the
same as the intended meaning. In addition to descriptive statistics, the collected data were submitted to a simple
regression test to determine whether nuclear stress affect the message being communicated or not. The results of
data analysis have revealed that (1) the EFL speakers’ ability in nuclear stress was quite low and (2) there was a
significant effect of EFL speakers’ ability in nuclear stress on the understanding of the message being
communicated. One of crucial pedagogical implications of the study is that nuclear stress should be an important
part of pronunciation instruction in EFL classrooms.

Keywords: pronunciation, global intelligibility, nuclear stress

The increase of oral communication across cultures has been the instrument of the promotion of the
status of English as a global language (Crystal, 1997; Jenkins, 2000; McKay, 2002), necessitating the revision of
the goals of teaching English for ESL/EFL learners (Jenkins, 2000; McKay, 2002). In pronunciation teaching, a
new goal should be to help learners to attain global intelligibility which ensures successful oral communication
not only between native speakers of English (NSs) and non-native speakers of English (NNSs), but also among
NNSs themselves (Moedjito, 2008).
A pedagogical implication of this situation for the foreign language teaching profession is that ESL/EFL
researchers and practitioners have come to reappraise the importance of pronunciation for successful oral
communication. For example, Tudor (2001, p. 53) claims that “command of phonology of a language [the ability
to understand spoken language and to produce a comprehensible version of the language] can play an important
affective role in language use.” Similarly, Setter and Jenkins (2005, p. 2) also contend that pronunciation ”plays
a vital role in successful communication both productively and receptively.”
However, Communicative Language Teaching (CLT), a predominant paradigm of today’s foreign
language teaching, has rather underrated the importance of pronunciation. CLT puts more focus on the message-
oriented transactions in a target language between learners than their accurate pronunciation of the target
language in language classrooms. Accordingly, teachers are more concerned about how to promote successful
classroom interaction in a target language through games and tasks than how to enable them to pronounce a
target language accurately. Learners who are involved in the message-oriented transactions tend to pay little
attention to the accuracy of their pronunciation, and as a result often make pronunciation mistakes due to their
native language interference (Moedjito, 2006a). Teachers are often tolerant of these pronunciation mistakes,
partly because they are more interested in the result of transactions than the manner of transactions, and partly
because they believe in the philosophy of learner-centred approach, which underlies CLT. Considering the
importance of pronunciation in oral communication across cultures, this is not a desirable situation since too
much tolerance of learners’ pronunciation mistakes by sympathetic teachers may lead to the formation of a
classroom dialect which may only be understandable for teachers and learners in language classroom and may
hamper oral communication across cultures in real-life situations outside classrooms. It is high time, therefore,
that pronunciation teaching for EFL learners be re-examined, keeping in mind the importance of pronunciation
in oral communication across cultures.
In the process of re-examination of pronunciation teaching we will face an inevitable question related to
the goal of pronunciation teaching: What level of pronunciation should EFL learners aim for? Traditionally, the
goal of pronunciation teaching has been to enable EFL learners to attain native-like pronunciation of English,
either Received Pronunciation (RP) accents of British speakers or General American (GA) accents of American
speakers. However, as more and more people have come to use English as a means of wider communication
across cultures, the focus of pronunciation teaching has shifted from how learners can attain native-like
pronunciation to how learners can transact information effectively in oral communication. As a result,
intelligibility rather than native-like pronunciation has become a legitimate goal of pronunciation teaching

st
The 61 TEFLIN International Conference, UNS Solo 2014 41
(Celce-Murcia, Brinton, & Goodwin, 1996; Cruttenden, 2001; Jenkins, 2000). For example, Celce-Murcia et al.
(1996, p. 8) state that “intelligible pronunciation is one of the necessary components of oral communication.”
Assuming that intelligibility has become an appropriate goal of pronunciation teaching, another crucial
question arises: What kind of intelligibility should EFL learners be directed to? This is not so simple a question
to answer. Abercrombie (1956), a pioneer in the study of intelligibility, presented a classical concept of
comfortable intelligibility, that is, the intelligibility NNSs should aim at when they try to talk to NSs. ESL/EFL
learners’ accents were supposed to be comfortably intelligible to NSs. This classic concept of comfortable
intelligibility, however, can be regarded as an anachronism today, because the number of NNSs (more than one
billion) around the world has exceeded that of NSs (about 400,000,000) because of the advance of globalisation
through English (Crystal, 2004; Graddol, 2006), and oral communication among NNSs from different first
language backgrounds has been increasing significantly. This means that EFL learners are expected to engage
themselves in transactions in English not only with NSs but also, more frequently, with NNSs. Therefore, the
classical concept of comfortable intelligibility needs to be critically re-examined. As a solution to this problem,
Jenkins (1998) proposed a new concept of intelligibility, that is, mutual intelligibility. It is the intelligibility
which enables NNSs “to communicate successfully with other NNSs from different L1 backgrounds” (Jenkins,
1998, p. 119). This type of intelligibility is now regarded as a legitimate goal of pronunciation teaching today.
However, we believe that this cannot be a final solution for EFL learners because, although the number
of NNSs is greater than that of NSs, NNSs-NSs interactions do still exist. EFL learners are still expected to be
involved in oral communication with NSs as well as with NNSs. There is a need to revise the concept of
intelligibility once again so that we can accommodate this situation. Moedjito and Ito (2008) have proposed a
new concept of global intelligibility as a candidate to expand Jenkins’ mutual intelligibility. It is the
intelligibility that NNSs should aim at when they try to talk not only to NSs but also to NNSs (NNSs-NSs and
NNSs-NNSs).
In real language classrooms, language teachers should be equipped with the knowledge of global
intelligibility, particularly the factors contributing to global intelligibility. For this purpose, sufficient
information about global intelligibility is necessary. However, unlike the factors of comfortable intelligibility
(e.g., Celce-Murcia et al., 1996) or mutual intelligibility (e.g., Jenkins, 2000; Jenkins, 2002), very limited
information is available for EFL teachers about factors determining global intelligibility. Moedjito (2009) has
conducted some research in Asian contexts, particularly in Indonesia and Japan, but information about the
possibility of nuclear stress as a candidate of global intelligibility has not been deeply scrutinized. Therefore, this
author decided to conduct a study which explored the possibility of nuclear stress as a candidate factor
determining global intelligibility of EFL learners’ oral communication through the analysis of ENL speakers’
assessments of EFL learners’ utterances. On the basis of the reasoning, the following research questions were
formulated: (1) How is the EFL speakers’ ability in placing nuclear stress? and (2) Is there any significant effect
of EFL speakers’ ability in nuclear stress on the understanding of the message being communicated?

Method
Participants
A total of 8 respondents, 5 Indonesian university students (2 males and 3 females) and 3 native English
speakers (2 males and 1 female), voluntarily participated in the study. The five Indonesian students who had
attended and passed the subject of Phonetics and English Phonology were the providers EFL speakers’
utterances which were then assessed by the native speakers of English as the assessors of EFL learners’
utterances.

Data Collection
To achieve the purposes of the study, a recording of EFL speakers’ utterances was prepared. The
students were asked to 30 discourses which were received different types of prominence: (1) new information
(#1 - #10), (2) emphatic stress (#11 - #20), and (3) contrastive stress (#21 - #30). The students were asked to say
the sentences as natural as possible. The target sentences were selected on the basis of the literature review and
the author’s experience as an EFL teacher at a private university in Indonesia. Then, the recorded utterances
were presented to three English native speakers as the assessors. Each investigated utterance was accompanied
by a pre-coded seven-point semantic differential-scale for the judgment of the overall intelligibility from 1 (the
most unintelligible) to 7 (the most intelligible) and by a pre-coded five-point Likert-scale for the judgment of the
accuracy of the nuclear stress, from 1 (not accurate) to 5 (very accurate).

Data Analysis
To answer the first research question, the tabulated scores of the intelligibility and the accuracy of
nuclear stress were averaged for each target discourse. These mean scores were classified into three different
types of prominence: (1) new information, (2) emphatic stress, and (3) contrastive stress. Next, to answer the

42 st
The 61 TEFLIN International Conference, UNS Solo 2014
second research question, the mean scores of each target discourse were submitted to a simple regression. All of
the statistical analyses were performed by using SPSS 22 for Windows.

Findings and Discussion

Table 1 presents the mean scores and standard deviations of all collected data on EFL speakers’
accuracy of placing nuclear stress. The table displays that the EFL speakers’ ability in placing nuclear stress in
the contexts of new-old information was the highest while in the contexts of emphatic stress was the slowest.
Although their difference was only 0.16, this value statistically showed a significant difference, F (df = 29) = 7.31 at
p = 0.003. As the whole, the mean score was 2.45, meaning that it was a little bit below the ideal mean score
(2.50). In short, generally the EFL speakers’ ability in placing nuclear stress was at the average level.

Table 1. Summary of descriptive statistics

Variables N Mean Standard Deviation
Nuclear Stress New Information 10 2.46 .28
Emphatic Stress 10 2.28 .19
Contrastive Stress 10 2.43 .15
Total 30 2.45 .26

Before going on the second research question, we should first examine the correlation between the EFL
learners’ accuracy of placing nuclear stress and their intelligibility. To do so, the data was submitted to Pearson
correlation coefficient test. The result of the test has discovered that there was a significant correlation between
the investigated variables, r = .873 at p = 0.001, showing a high correlation. Although this correlation coefficient
shows the relationship of nuclear stress to intelligibility, they cannot tell us much about the predictive power of
the independent variable (nuclear stress) to the dependent variable (global intelligibility). In order to show the
contribution of nuclear stress to global intelligibility, the enter-method regression analysis was performed. It was
found that the value of the simple coefficient of determination was R2 = .76, p = .001. This means that the
investigated contributing factor, that is nuclear stress, might account significantly for 76% of the variation in
intelligibility of EFL learners' utterances and 24% can be explained by other than the investigated factor.
The study was specifically designed to explore nuclear stress as a candidate factor determining global
intelligibility of EFL speakers. Referring to the first research question, EFL speakers’ ability in placing three
different types of nuclear stress were investigated. The finding of the study has discovered that emphatic stress
was the most difficult for them while new information has turned out to be the easiest. A closer examination of
these mean scores which were almost at the average level, it is still necessary for teachers of English to pay more
attention to nuclear stress. Regarding the second research question, the study has discovered that nuclear stress
might significantly contribute to global intelligibility. This finding is consonant with Jenkins’ (2000) argument
that nuclear stress is one of Lingua France Core (LFC). She recognises that nuclear (or tonic) stress—the stress
on the most important word (or syllable) in a group of words—is crucial. Nuclear stress highlights the most
salient part of the utterance, which the listener must pay attention to. Failure to put an appropriate nuclear stress
may change the message the speaker intended to say. This also supports Moedjito’s series of study (2008; 2009)
on factors determining global intelligibility.

Conclusions and Suggestions

Although our study has revealed several interesting facts about nuclear stress as a candidate for a factor
determining global intelligibility, we must point out that the study has several limitations. First, the participants
of the study were limited to the Indonesian EFL students and the native English speakers who were chosen on an
opportunistic basis, not on a random basis. Secondly, the data of the study was collected by means of EFL
speakers’ utterances which were compiled on the basis of the author’s self-experience as an EFL teacher. Thirdly,
while global intelligibility needs ESL and EFL speakers, only native speakers’ perceptions were used as
reference points for assessing EFL speakers’ utterances. Considering the fact that English is now used as a global
language, it may be necessary to include non-native speakers who regularly use English as a second language.
While acknowledging these limitations of the study, we believe that the findings of the study can be
used as the points of reference for better English pronunciation teaching in EFL classrooms. The study also
suggests that Indonesian EFL teachers should review their syllabus of teaching pronunciation. More attention
should be paid to the nuclear stress through explicit instruction such as specific explanations and demonstrations
concerning the differences in two languages, and production drills and sound discrimination exercises focused on
these differences.
As generally accepted, pronunciation should focus not only on segmental features, but also on
suprasegmental features, especially nuclear stress. Furthermore, because the participants of the study were
limited to five Indonesian EFL students and 3 native English speakers, ESL and EFL speakers should be

st
The 61 TEFLIN International Conference, UNS Solo 2014 43
included as evaluators if we take into consideration the fact that the interaction between non-native speakers
(NNS-NNS communication) has steadily been increasing (Jenkins, 2000, McKay, 2002). As long as we teach
English as a global language, our goal should be global intelligibility, not the intelligibility which is comfortable
only to native speakers of English. The present study is a step toward this final goal.

References
Abercrombie, D. (1956). Problems and principles in language study (2nd ed.). London: Longmans, Green and
Co. Ltd.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. 1996. Teaching pronunciation: A reference for teachers of
English to speakers of other languages. Cambridge: Cambridge University Press.
Crystal, D. 1997. English as a global language. Cambridge: Cambridge University Press.
Crystal, D. (2004). The past, present, and future of World English. In Andreas Gardt and Bernd Hiippauf (Eds.),
Globalisation and the future of German (pp. 27-46). Berlin: Mouton de Gruyter.
Cruttenden, A. (2001). Gimson's pronunciation of English (6th ed.). London: Arnold Publisher.
Graddol, D. (2006). English next. London: The British Council.
Jenkins, J. (1998). Which pronunciation norms and models for English as an international language? ELT
Journal, 502), 119-126.
Jenkins, J. 2000. The phonology of English as an international language. Oxford: Oxford University Press.
McKay, S. L. 2002. Teaching English as an international language. Oxford: Oxford University Press.
Moedjito, & Ito, H. (2008). A search for factors determining intelligibility of EFL learners. The Conference
Proceeding of the Sixth Annual Hawaii International Conference on Education 2008. Honolulu, Hawaii,
U.S.A.
Moedjito. (2008). A search for factors determining global intelligibility of EFL learners' oral communication.
Annual Review of English Language Education in Japan (ARELE) 19, 51-60.
Moedjito. (2009). A study on factors determining global intelligibility of EFL learners’ speech. Unpublished
Doctoral Thesis, Hyogo University of Teacher Education. Japan.
Setter, J., & Jenkins, J. (2005). Pronunciation. Language Teaching, 38, 1-17.
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: Cambridge University Press.

44 st
The 61 TEFLIN International Conference, UNS Solo 2014
 BACK TO BASICS: IMPROVING PRE-SERVICE TEACHERS’ QUALITY
BY DESIGNING SOUND CURRICULUM FOR TEACHING PRACTICUM PROGRAM

Nurrahma Sutisna Putri

School of Graduate Studies, State University of Malang, East Java, Indonesia

Abstract: Professional development program for Second Language Teachers gains a huge attention since policy-
makers are more aware of the importance of having quality teachers. To reach the aim, there is a need to have
sound curriculum for teaching practicum in order to fill the gap between what student teachers have learnt and
what occurs during teaching practice. Thus, this paper will propose rationales in developing sound curriculum
for teaching practicum which covers inclusion of 21st century education in post-method pedagogy, mentoring to
bridge theory and practice, creating teachers’ collaboration as culture, supervision as a means to create reflective
teachers, and case studies to diagnose students’ difficulties. This proposal is expected to shed some lights to
policy-makers who are in charge of designing teaching practicum curriculum for second language teachers.

Key words: pre-service teachers’ quality, curriculum design, teaching practicum program

In developing a country, government sees teachers as agents in changing the face of education. In this
case, government through the Ministry of Education and Culture needs to have teachers engaged in professional
development in order for teachers to stay up to date to the changing world. However, reflecting what happens in
Indonesia where every university with teacher training is given freedom by the government to create their own
curriculum makes the quality of teachers are diverse. In the field of English Language Teaching, even though a
student who has learnt theories in Linguistics, psychology, and teaching methods cannot be satisfied as a holder
of bachelor degree since it is not the end. Rather, it is a point of departure as a part of a life-long professional
development program.
Thus, this paper will try to shed some lights in developing curriculum for teaching practicum program
since it is a gate for student teachers to fill the gap between what they have learnt in their three-year formal
education and during their teaching practice. It starts from the notion to include 21st century education in the
teaching practicum, to bridge theory and practice in mentoring, to create teacher’s collaboration as a culture, to
create reflective teachers via supervision, and to include case studies to diagnose students’ difficulties.

21st Century Education Inclusion in Post-Method Pedagogy

The demand of the 21st century education which covers three crucial aspects namely core subjects, life
and career skills, learning and innovation skills, and information, media, and technology skills are expected to
become foundations in designing standards and assessments, curriculum and instruction, teachers’ professional
development, and learning environments (www.p21.org). This is a grand design to develop a country which
cannot be done merely by the Ministry of Education and Culture. It is highly recommended that all stakeholders
in education play important roles starting from countries’ highest education policy makers, regional education
stakeholders, principals, until teachers as practitioners. Nowadays, we are facing the so-called post method has
been advocated by Kumaravadivelu (1994) in which the spirit is selecting teaching techniques which work best
in particular classrooms. In this notion, teachers are not prescribed to use certain methods such as Grammar
Translation Method (GTM) or Communicative Language Teaching (CLT). Rather, they are given more authority
in the option of choosing the best teaching technique to be implemented in the classroom. Brown (2002) stated
that post method pedagogy helps teachers to devise effective learning objectives which considers related
variables in the classroom and situational needs of the students. Since English is comprised by different skills
and components requiring different techniques of teaching, teachers are expected to select the most suitable
technique to be applied in a particular classroom. It is by means that teachers are expected to gear the design of
teaching and learning activity to students’ differences. Hence, by intertwining skills in the 21st century, 2013
Curriculum and advocating for ‘post-method’ era altogether, student teachers are expected to create students who
are ready to improve the quality of the nation. Hence, this is where lecturers in in-campus teaching practicum
needs to have knowledge on post-method pedagogy to make student teachers aware of the importance of post-
method pedagogy.

Mentoring To Bridge Theory and Practice

Regarding the teaching practicum program held to equip student teachers to face the dynamics of
English Language Teaching, it is essential to include mentoring as one of the indicators of success among
student teachers. The emphasis of mentoring lies on the fact that student teachers who are still learning to teach

st
The 61 TEFLIN International Conference, UNS Solo 2014 45
will gain insights from senior teachers through ideas sharing. As mentioned earlier, it is an opportunity for
student teachers to fill the gap between theories they have learnt in college and their teaching practice. It should
be started from the in-campus teaching practicum program. Therefore, lecturers should be urged to mentor
student teachers in the peer-teaching session. Subsequently, for on-site teaching practicum the sharing process in
mentoring should be implemented before, during, and after the teaching practice. Student teachers will be guided
in developing teaching devices such as annual and semester programs, assessment, material selection, and lesson
plan. Nguyen and Hudson (2010) who investigated pre-service EFL teachers’ attitudes, needs, and experiences
about learning to teach writing before their practicum in Vietnamese High School found that the pre-service
teachers need mentors in order to model effective teaching practices and share their teaching experiences. Hence,
it can be interpreted that mentoring by senior teachers is essential to be implemented in the teaching practicum
and that there is a need to give briefing to both lecturer assisting in in-campus and senior teachers assisting in on-
site teaching practicum regarding their roles as mentors. Furthermore, student teachers will have opportunities to
ask for solutions in relation to problems they face during the teaching practice.

Culture of Teacher’s Collaboration in Teaching Practicum

Being a professional teacher cannot be seen as merely an individual accomplishment. Rather, it is a
result of both individual efforts and team work among teachers who collaborate in preparing the lesson and
reflecting their teaching practice. In a similar vein, the Singapore’s National Institute of Education (NIE) also
established a program namely Professional Learning Community (PLC) (see e.g. OECD Strong Performers and
Successful Reformers; Singapore). This Professional Learning Community (PLC) gives teacher opportunities to
improve their classroom skills and stay up to date with professional practice. Unfortunately, there is no grand
design and firm regulation under a particular program obliged by the Ministry of Education and Culture to
include teacher’s collaboration as an obligation for teachers.
It is recommended that the culture of teachers’ collaboration and ideas sharing should be started since
the in-campus teaching practicum program. First of all, in in-campus teaching practicum program this culture
should be implemented by allocating one meeting in a week for student teachers to work collaboratively for
instance in developing teaching media. Secondly, for on-site teaching practicum senior teachers should be given
authority to serve as facilitators in creating a culture of teacher’s collaboration on a daily basis. It can be done by
brainstorming, discussing what student teachers feel after teaching and what difficulties student teachers face
during the teaching practicum. Hopefully, if this teacher’s collaboration is continuously implemented it would
become a culture until the student teachers start to teach in the workplace later.

Supervision as a Means to Create Reflective Teachers

The spirit of reflective teaching lies on ways in which English teachers improve their teaching through
observing whether or not their teaching practice contributes to students’ better learning outcomes. Several
findings show that there are crucial issues on the behalf of the teachers themselves in seeing supervision. One of
which are Chen and Cheng (2013) who investigated what happened before, during, and after the supervisory
process. The supervisees were a native-English-speaking (NES) teacher who co-taught with a non-native-
English-speaking (NNES) teacher in an elementary school in Taiwan. It was found that the supervisor’s visits
and suggestions did not create longer impact on helping the NES supervisee to improve her teaching. This
should become a concern in the teacher education program in changing the perspective which sees supervision as
a threat instead of considering it as an opportunity to reflect their teaching practice. It can also be interpreted that
the biggest challenge in succeeding supervisory process is the absence of regulation to make supervision as a
daily routine for teachers. Therefore, there is a need to train lecturers in in-campus and on-site teaching
practicums to gear the supervisory process to make student teachers aware of its function as reflection to their
teaching practice.

Case Studies as a Means to Diagnose Students’ Difficulties

The status of English as a foreign language in Indonesia challenges teachers to provide as much
exposure as possible in order for students to be familiar with English. It also means that teachers need to
implement considerable efforts in order to make students successful in learning English. However, there will
always students who failed to learn English because they are not exposed to or do not expose themselves to
English in their daily lives. Brown (2007) categorized three socio-affective principles which are language ego,
willingness to communicate, and the language-culture connection. Among the aforementioned three principles,
language ego challenges English teachers the most since students approach a new language differently resulting
in the appearances of fragility, defensiveness, and a raising of inhibitions.
To overcome the problem, there is a need to create teachers who look at students’ progress during the
teaching and learning activity. Creating diagnostician teachers can be started from teaching practicum program
where student teachers teach real students in a real classroom. First of all, there is a need to assign student

46 st
The 61 TEFLIN International Conference, UNS Solo 2014
teachers to do mini research in the form of case study investigating why a student has difficulties in learning
English. Not only contain the diagnosis of a student who has difficulties in learning, the case study report made
by student teachers should also be equipped with the efforts which have done to make the students have better
learning outcomes. By experiencing how to diagnose and decide the course of action dealing with students who
have difficulties in learning English, it is expected that student teachers will implement it later in the workplace
and have beliefs that every student has the same opportunities to be successful in learning English.

Conclusions and Suggestions

The present study aims at offering a rationale in developing a curriculum for student teachers majoring
in English Language Teaching in teaching practicum program. The curriculum offered covers the notion to
include 21st century education in the teaching practicum, to bridge theory and practice via mentoring, to create
teacher’s collaboration as a culture, to produce reflective teachers through supervision, and to include case
studies to diagnose students’ difficulties. To conclude, the aforementioned rationales contribute to developing
student teachers’ competencies by creating them as cultures among student teachers. These cultures hopefully
will exist until the student teachers teach in their workplace later. For the policy makers in the field of Second
Language Teacher Education particularly those who are in charge of designing curriculum for teaching
practicum, it is expected that they pay more attention into the role of English Language Teaching in creating
competent graduates who are ready to face the information era of the 21st century. What can be reflected from
several top-ranked countries aforementioned above is that they are very concerned in improving the quality of
teachers. Therefore, it is recommended to uphold a firm regulation in the form of a decree in creating grand
design of the 21st century integrating English with other subjects such as Science and Social Studies as well
Information and Technology.

References
Brown, H.D. 2002. English Language Teaching in the ‘Post-Method’ Era: Toward Better Diagnosis, Treatment,
and Assessment. In J.C. Richards & W.A. Renandya (Eds.). Methodology in Language Teaching. (pp. 9-
18). New York: Cambridge University Press.
Brown, H.D. 2007. Teaching by Principles; An Interactive Approach to Language Pedagogy. New York:
Pearson Education.
Chen, C.W. Cheng, Y. 2013. The Supervisory Process of EFL Teachers: A Case Study. The Electronic Journal of
English as a Second Language, 17(1). pp. 1-21. http://www.tesl-ej.org/wordpress/issues/volume17/
ej65/ej65a1/. (online). Retrieved on July 1st 2014.
Kumaravadivelu. 1994. The Postmethod Condition: (E)merging Strategies for Second/Foreign Language
Teaching. TESOL Quarterly. Vol. 28 (1). Pp. 27-48. http://bkumaravadivelu.com/
articles20in20pdfs/199420Kumaravadivelu20Postmethod20Condition.pdf. (online). Retrieved on May
1st 2014.
Nguyen, H. T. M., Hudson, P. 2010. Preservice EFL Teachers’ Attitudes, Needs, and Experiences about
Teaching Writing and Learning to Teach before their Field Experience: A Case Study in Vietnam. The
Asian EFL Journal, 12(2): 43-67, coedpages.uncc.edu/cwang15/Asian%20EFL%20Journal.pdf,
(online). Retrieved April 10th, 2014.
OECD. 2012. Singapore: Strong Performers and Successful Reformers.
http://www.youtube.com/watch?v=a4EOUvX4QM0. (online). Retrieved on March 27th, 2013.
OECD. n.d. About the OECD. http://www.oecd.org/about/. Retrieved on July 1st 2014.
Partnership for 21st Century Skills. n.d. A Framework for 21st Education.
www.p21.org. (online). Retrieved on May 1st 2014.

About the Author

Nurrahma Sutisna Putri is currently taking Master’s Degree in English Language Teaching at State University
of Malang. Besides pursuing her academic excellence, she is also teaching courses on English for Specific
Purposes for non-English department students at Language Centre of University of Muhammadiyah Malang. Her
research interests cover Teaching English as a Foreign Language (TEFL), Second Language Acquisition,
English for Specific Purposes, and English policy and planning. She can be contacted via
nurrahma.sutisna.putri@gmail.com.

st
The 61 TEFLIN International Conference, UNS Solo 2014 47
 RESTRUCTURING ENGLISH CURRICULUM:
THE IMPLEMENTATION OF ENGLISH CORNER (EC)
IN SD MUHAMMADIYAH 8 DAU MALANG

Puji Sumarsono
Lecturer of English Language Education Department
University of Muhammadiyah Malang
puji.sumarsono@yaho.co.id

Abstract: The current issue of English language policy under unceasing debate among scholars in Indonesia is
removing English subject as the content subject from primary school. The Government of Indonesia, however,
remains with this policy. From the view point of current language teaching, this policy is one step backward
since teaching English at an early age is perceived as a way much better than during adolescence. A previous
research indicates that English is still important to be taught at primary school. Therefore, this research aimed at
exploring the implementation of English Corner (EC) as an extracurricular activity replacing English subject.
The research method was qualitative. The instruments used were interview and observation. The results showed
that EC was established to replace the English subject and to improve students and teachers’ English skill. EC
also encouraged independent learning activities such as English conversation, reading, doing exercises, and
playing games. Factors affecting the implementation included human resources, limited facilities, and parents'
support. EC improved teachers’ skill in designing learning materials and motivated the students to learn English.
Theoretically, this research reinforces independent learning and learning English at an early age. Practically, it is
proposed to be one of the best practices for teachers and educational policy makers.

Keywords: English corner, Language Policy, and Independent Learning

Introduction
In fact, while parents and students are rolling in the euphoria of the English for young learners,
Government of Indonesia (GoI) designed a new curriculum called Curriculum 2013, which removes English so
that English is no longer taught as an obligatory subject in primary school—it must be presented as an
extracurricular subject by the end of 2017. The GoI assumes that the elimination of English as a subject taught in
primary school is based on the fact that the students score of national examination for Bahasa Indonesia subject
gets worst year by year, which is influenced by the improvement of the use of English. However, this policy is
under unceasing debate among scholars, parents, and even teachers in primary school.
In addition, a previous research conducted by Plaistowe (2013) indicates that English is still important
to teach at primary school in Indonesia. It has been proven by parents and teachers whom she interviewed mostly
did not agree with the removing English from primary school. She found that this policy was not arranged using
transactive planning model in which a policy is constructed based on the people’s need. It was arranged using
synoptic planning, which emphasized system and certain mission. In this context, the importance English subject
is degraded, while moral subject and local cultures are considered as the most important subjects.
According to Sevik (2014), up to 80% of ELT globally is designed for students in primary or secondary
school; it has various contexts around the world. While Eurydice (2012) statistics mentions that the foreign
language is a compulsory subject should be taught during primary education in virtually all European countries.
Surprisingly, some countries apply a braver policy that foreign language should be learnt earlier than primary
schools like in the kindergarten. In terms of English speakers, Crystal (in Harmer: 2007) mentions that English
as a foreign language is spoken by more than 1,5 billion people in the world. English is also the official language
of about 45 nations.
Some facts above indicate that English for young learners is still important to teach at primary schools.
However, since the status of the subject has been changed into curricular activity, the delivery should also be
changed. The idea proposed to overcome this problem is using independent learning approach.

Independent learning
Independent learning does not only mean ‘doing extra work’ beyond the designed program of class and
homework. It explains the process of students demonstrate control over their own learning (Senior; 2007). Meyer
(2008) claims that there is a consensus in the literature that independent learning does not merely involve
students working alone, it also involves teachers to support autonomous learning works well such as by
structuring group and designing a timetable for students. He further divides four phases to do to complete an
independent learning; they are planning, self-monitoring, controlling the pace and direction of the work and

48 st
The 61 TEFLIN International Conference, UNS Solo 2014
evaluation. Those two opinions conclude that independent learning involves the students and teachers. Student’s
roles are to determine the goal of learning as well as to control the process, and the teacher’s role is to help
students set the activities, learning process as well as the evaluation.
Independent learning has a lot of advantages such as increasing academic performance, increasing
motivation and confidence as well as the ability of pupils to engage in lifelong learning, allowing pupils to
become more aware of and better able to manage their limitations, enabling teachers to provide differentiated
tasks for pupils, promoting social inclusion by countering alienation (Meyer: 2008). It suggests that independent
learning help students to improve their qualities with the limited help of a teacher.
Senior (2007) proposes some classroom strategies and resources should teacher highlight to implement
independent learning such as creating an opportunity for students to work collaboratively, encouraging peer
learning, providing resources to support independent learning, rewarding independent learning, giving
feedback—overcoming the critical and seeking the positive, and preparing an independent study timetable.

Purposes of research
In general, this research aims at exploring the implementation of English Corner (EC) as an
extracurricular activity replacing English subject. Meanwhile, the detailed aims are: to explore the reasons of
implementation of English Corner in SD Muhammadiyah 8 DAU Malang; to identify the programs of the
implementation of English Corner in SD Muhammadiyah 8 DAU Malang; to find the factors affecting programs
of the implementation of English Corner in SD Muhammadiyah 8 DAU Malang; and to find out the impacts of
the implementation of English Corner in SD Muhammadiyah 8 DAU Malang. Meanwhile, SD Muhammadiyah 8
Dau Malang was chosen to research because it has planned to be a bilingual school which will teach the students
using two languages namely Bahasa Indonesia and English.

Methods
The research method applied was qualitative. The researcher applied two instruments; interview and
observation. The informants were four teachers who had been trained and utilize English Corner, and 20 students
who utilize English corner to study English. The data was analyzed qualitatively, which is presented in form of
words. While, the observation used was participant observation since the researcher actively involved in the
process of designing EC.

Findings
The findings of the research are presented according to the objectives of the research. They are:
The reasons of English Corner implementation
According to the result of the interview, there were two reasons of the implementation of English
corner. The first was the school would like to apply bilingual school in which the teachers will teach the students
using English. So, the language delivery will be used in the teaching-learning process is English. Moreover, the
interaction between the student and teacher, student and student, as well as teacher and teacher out of the
classroom will use English. In addition, the bilingual school was designed in order that the school’s quality will
improve, and students will be ready with the globalization Era which emphasizes English mastery.
The second reason was the implementation of Curriculum 2013, which removes English from primary school.
English will be an extracurricular subject at the end of 2016. On the other hand, the school assumed that English
is an important subject should the school provide. Therefore, English Corner was designed to be one of the
media to support and finally to replace teaching and learning process in the class.

The programs of the implementation of English Corner

The school provided some programs to support the implementation of English corner. The first program
was training for teachers—English and science teachers. It was in form of a workshop on designing printed
learning materials and media and non-printed learning materials and media. The aims of this workshop were to
help the teachers understand about the concept of EC as well as able to design printed and non-printed learning
material and media. The printed learning materials and media resulted were big book, chart, picture series, cards,
storytelling book, puzzle, picture, and worksheet. Non-printed learning materials and media resulted are audio,
video, and Computer-Assisted Instruction (CAI).
The second program is “English Corner Day." It is a time when students should use English corner as a
source to learn and practice English. It is typically conducted according to students' schedule to learn English, or
students may utilize anytime when the English corner is available. Students normally utilize it in the break time.
Teachers are responsible to monitor, control and evaluate their students in using English corner.

st
The 61 TEFLIN International Conference, UNS Solo 2014 49
The factors affecting programs of the implementation of English Corner
The factors affecting the implementation of the programs were lack of the human resources, limited
facilities, and parents’ support. Human resource means that teachers were not able to create learning materials
and media, especially for non-printed. They got difficulty to create audio, video and Computer-Assisted
instruction (CAI). Moreover, the school did not have any person who was capable of operating IT. The teachers
were mostly technologically illiterate. Besides, the product of learning materials and media created by the
teachers were sometimes difficult to learn and operate because the instruction was hard to be understood by the
students. Nevertheless, teachers overcame it by revising the instruction. Limited facilities included the
unavailability of computer to be used as the delivery of learning materials through Computer-Assisted
Instruction (CAI). Parents' support indicates an important aspect of the implementation of a certain program
since they are stakeholders who approve school’s programs through the school committee. Fortunately, parents
do not criticize this program.

The impacts of the implementation of English Corner

The implementation of English Corner presented some impacts. The impacts were presented in a
qualitative way. First, students felt that their English improved. It points to their well-improved vocabulary
mastery, and they have more willingness and bravery to use English both in form of written and spoken. Second,
teachers felt that their English also improved since they got a lot of exposure on the use of English through
writing learning materials and media. It also in a roundabout way improved their vocabulary mastery and reading
skill. Third, it provided interactive learning activities as the teacher utilized EC to teach and the students also
used it to learn and work collaboratively.

Discussion of the Findings

EC is generally almost the same as the self-access center which has already existed in educational
institutions around the world. Their similarity is in the way they help students to learn independently, the
involvement of teacher or tutor in the learning process, and the location where EC is settled in reachable place.
However, it has its own typical according to its purposes and its users. For example, English Corner
implemented in China focuses on the use of English for workers. English corner used by Christian missionaries
focused on the improvement of linguistic skills and cultural awareness (Kellaway; 2013). Thus, there are a lot of
possible reasons encourage the installation of EC. In fact, EC in SD Muhamadiyah Dau 8 was initiated for two
different reasons, internal and external reason. The internal reason was the school would like to apply bilingual
school to improve the quality of the school, and the external reason was the school would like to anticipate and
replace the GoI policy to remove English from primary school.
In policy planning point of view, this program was planned using transactive planning approach.
Transactive planning constructs policy according to the need of the users. In other words, it requires the
transaction and deals between the policy maker and the users’ need. It is different from the policy to remove
English from primary school constructed by the GoI that applied synoptic planning approach. The GoI ignored
the considerations of removing English from primary school by degrading the importance of English and
accentuated the local content subjects and moral lesson.
In running the EC program, the school applied two phases namely providing the materials and media
through a workshop then using the materials. In other words, before English corner as a teaching and learning
source is used, teachers were trained to create learning materials and media. The involvement of teacher aims at
keeping the sustainability of the English Corner so that teachers can constantly provide updated learning
materials and media. According to Meyer (2008), independent learning does not always mean that students learn
alone by themselves, but it involves teachers to support independent learning works well such as structuring
group and designing a timetable. However, as stated by Senior (2007) that student is the main actor to control
their own learning since with its various forms and aims, EC is a media to help learners to have more
opportunities in learning English.
Factors affecting implementation are the internal and external factors. Internal factor is the lack of the
human resources and limited facilities available to support EC, and the external factor is the support from
parents. These factors are common factors influence the implementation of a program. Therefore, the solution
was based on the factor affecting. For example, the lack of the human resources in operating IT was overcome
by inviting experts to train the teachers intensively and help the teachers in designing the learning materials and
media. The limited media cannot be solved totally since the media still used alternately. Meanwhile, parents’
support did not influence negatively this program since they did not criticize it.
EC brought a positive impact on the students and teacher’s perception on the use of English—they are
more confidence. This positive impact may present since there is limited or even no media to support students
learn independently so far. EC, in fact, could attract students and people’s participation in learning English

50 st
The 61 TEFLIN International Conference, UNS Solo 2014
independently. Kellaway (2013) indicates that among his respondents who were studying in English Corner in
China, the number of the participant as well as the length of their involvement in EC also increased.

Conclusion and Suggestion

According to the findings above, it can be concluded as follows:
1) EC was implemented because the school would like to apply bilingual school in which the teachers will
teach the students using English, and Curriculum 2013 removes English from primary school so it needs a
new program to replace the missing one.
2) The programs implemented were workshop on designing printed learning materials and media as well as
non-printed learning materials and media, which was then continued to implement “English Corner Day."
3) The factors affecting were lack of the human resources, limited facilities, and parents’ support.
4) The impacts of EC were the students and teachers feel that their English improved since they got a lot of
exposure on the use of English through writing.

In short, EC is a potential media for students to learn English independently as well as to reinforce and
even replace English subject in the primary school classroom.
Since this research presents the impact in form of description and words, the next researcher is suggested
measure the impact in form of quantitative so that the result will be more measurable.

References
Cameron, Lynne. 2002. Teaching languages to young learners. United Kingdom: Cambridge University Press.
Garcia-Sierra, A., et al. Bilingual language learning: An ERP study relating early brain responses to speech,
language input, and later word production. Journal of Phonetics (2011),
doi:10.1016/j.wocn.2011.07.002
Harmer, J. (2007). The practice of English language teaching. Harlow, England: Pearson.
Kellaway, David A. (2013). English Corner: At the Crossroads? International Journal of Social Science and
Humanity, Vol. 3, No. 2, 191-195
Languagelizard. (2011, September 27). 6 reasons why children should learn languages as early as possible.
Retrieved from http://blog.languagelizard.com/2011/09/27/6-reasons-why-children-should-learn-
languages-as-early-as-possible/
Meyer, Bill. (2008). Independent learning: Literature review. Nottingham: Department for Children, Schools
and Families.
Plaistowe, J. (2013). Kontroversi pentingnya bahasa Inggris bagi siswa sekolah dasar di Indonesia: suatu studi
tentang kebijakan penghapusan bahasa Inggris pada tingkat SD di Kota Malang. (Unpublished Thesis).
Universitas Muhammadiyah Malang.
Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge University Press.
Senior, Michael. (2007). Ten practical ways to make independent learning happen. Great Britain:
Sevik, Mustafa. (2014). Young FL learners beliefs about classroom songs. International Journal of English and
Education , Volume; 3, Issue:1, 50-59.

Biodata
Puji Sumarsono is an English lecturer at the English Education Department of University of Muhammadiyah
Malang. He obtained his master degree from University of Minho, Portugal and Unversity of Muhammadiyah
Malang. International conferences he just attended were International Conference on Education and New
Learning Technologies in Barcelona, Spain and Asia Europe Meeting (ASEM) in Singapore. His areas of
specialization include English to Young Learners, language teaching methodology, and educational policy. He
can be contacted at puji.sumarsono@yaho.co.id.

st
The 61 TEFLIN International Conference, UNS Solo 2014 51
 THE RELEVANCE OF THE COMPETENCE BASED CURRICULUM
WITH THE UNITS OF STANDARD COMPETENCIES FOR
THE ESP COURSES OF TOURISM STUDENTS

Ratnah and Faradillah Saputri

ratna_akpar@yahoo.com

Abstract: Competence Based Curriculum (CBC) has acknowledged the qualification of the students based on
the competencies they have. It was developed from the theory of behavioral learning and commonly
implemented in vocational education and training institution. The emphasis of the CBC is that the behavior of a
learner is observed and measured so that the learner can be considered competent in demonstrating the skills
based on certain criteria (Smith, 1998). The content of the CBC should be relevant to the content of the Units of
Standard Competencies in SKKNI in order to prepare the students to be “competent” in the Standard
Certification Assessment. However, the distribution of English subjects in CBC is not fully relevant to the
content of the Units of Standard Competency for Tourism department. Some English subjects in CBC are still
focused in EGP subjects while all the contents in the unit of standard competencies are mostly focused in ESP
subjects as well as the distribution level of the English subjects in CBC are mismatched with the level of content
of units of standard competency. Therefore, the distribution of English in CBC should be revised to match the
content of the Units of Standard competency.

Keywords: competece based curriculum, vocational education, behavioral learning

Introduction
Competency-Based Curriculum (CBC) which was previously known as Competence Based Training
(CBT) has been designed by an independent association of industry which will acknowledge the qualification of
the students based on the competencies the students have. CBT was developed from the theory of behavioral
learning and commonly implemented in vocational education and training institution. The emphasis of the CBC
is that the behavior of a learner is observed and measured so that the learner can be considered competent in
demonstrating the skills based on certain criteria (Smith, 1998).
CBC is based on competency standards which consists of units of competency, elements of
competency, performance criteria, and the description of competencies which should be achieved by particular
skills. Competency standards are developed for and by the industry (Eppang, 2006). It is important to
understand that CBC is made up of two key elements, namely skills and competency. Sullivian (1995) defines
skills as criteria which will be performed at a particular level of competency. He also defines competency as a
skill which will be achieved in line with a particular standard and in accordance with particular conditions.
Based on the definition of the competency, CBC can be defined as a way of approaching (vocational)
training that places primary emphasis on what one person can do as a result of training (the outcome), and such
as represents a shift away from an emphasis on the process involved in training (the inputs). It is concerned with
training to industry specific standards rather than an individual’s achievement relative to others in the group.
Therefore, there are three essences in CBC; outcome focused, specified standards judgment, and industrial
related standards.
An effective method for delivering vocational education is through a competency-based curriculum. A
curriculum becomes competency-based when students are assessed on the basis of their competence. This
curriculum is based on a task analysis of the key occupations in tourism. Once a competency-based curriculum is
set in place, student performance must be measured on levels of proficiency in those competencies.
Competence refers to the adequate performance of task. The task may be evaluated according to the
performance or process, the service, or both. Competency-based vocational education consists of programs that
derive their content from the tasks performed in each occupation/job and assesses student performance on the
basis of pretest performance standard. Learning materials define the competencies the student is to master, the
criteria by which the student will be evaluated, and the conditions under which the evaluation will occur.
Basturkmen, H. (2006) states that competency-based occupational education can be described as an
approach focused on developing the ability to perform the activities of an occupation and function to the
standards expected of those employed in that occupation. In language education, teaching oriented toward the
objectives present language operationally in terms of what people do with language and the skills they need to do
it. Courses are organized around the core skills and competencies that are also subdivided into micro skills and
more specific competencies.

52 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The link between needs analysis and teaching to develop target performance competencies is
straightforward. Needs analysis reveals the demands and expectations of the target environment, and ESP
teaching sets out to help students meet those demands to the level of competencies expected. For example, a
hypothetical needs analysis reveals that one of the competencies needed by tourism students is the ability to
respond to the telephone from the guest who reserves an international and domestic flight ticket. An ESP course
devised for tourism students might specify this competency as a course objective: ‘by the end of the course,
students should be able to handle the guest reservation by telephone”.

The Implementation of CBC in AKPAR Makassar

AKPAR Makassar is one of the government vocational colleges in Indonesia which aims at providing
professional human resources in hotel and tourism hospitality. As a vocational college, it should be directed
toward the skills, knowledge, and attitudes needed for successful employment. Tourism educators, in general,
particularly the English teachers need to continually update their course design in order to prepare students for
occupations in the job market.
In implementing competency-based curriculum in AKPAR Makassar, the government provides one
institution to organize the implementation of competency-based curriculum and to conduct the competence
assessment. The institution is called Professional Certification Institution as one of the institutions that has an
authority to conduct competence assessment from the National Board Certification. The Professional
Certification Institution implements the competence assessment towards the unit of competencies provided by
the National Board Certification. This institution arranges the schedule for the units that are going to be assessed
for the certain period. The assessors who are going to do the assessment should have a license from the national
board certification. So, not all of the teachers in AKPAR Makassar can give the competence assessment although
they are teachers of the units to be assessed.
National Board Professional Certification (BNSP) in its regulation No. KEP.187/BNSP/XII/2009 on
December 8, 2009 mentions the units of competences that can be assessed by Professional Certification
Institution of AKPAR Makassar both in Hotel and Tourism department. One of the subjects mentioned in the
regulation that can be assessed in competency units is English language. The Unit of Competency in English for
Tour and Travel management department is described in the following table.

Table 1 The Unit of Competencies of the English for Tour and Travel Department
No Unit Code The Unit Competency Standard
1. PAR.UJ03 044 01 Speak and Understand English at a Basic Operational Level
2. PAR.UJ03 045 01 Read English at a Basic Operational Level
3. PAR.UJ03 046 01 Write English at a Basic Operational Level
4. PAR.UJ03 047 01 Speak and Understand English at Supervisory and Senior Operational Level
5. PAR.UJ03 048 01 Read English at Supervisory and Senior Operational Level
6. PAR.UJ03 049 01 Write English at Supervisory and Senior Operational Level
7. PAR.UJ03 050 01 Speak and Understand English at an Advanced Operational Level
8. PAR.UJ03 051 01 Read English at an Advanced Operational Level
9. PAR.UJ03 052 01 Write English at an Advanced Operational Level
Source: SKKNI, National Work Standard of Qualification Indonesia, 2009

Each unit of the competency standard consists of some elements and each element consists of some
performance criteria. The students are recognized to be competence in each unit if they can perform the skill and
knowledge required by the element criteria of the unit.
In the application of competence based curriculum for Tour and Travel management department,
English is divided into two main subjects; English for General Purposes (EGP) and English for Specific
Purposes (ESP). EGP is provided for three semesters, from basic level to upper intermediate level, while ESP is
provided for two semesters, from basic level to middle level. The distributions of English subjects in each
semester can be seen in the following table.

Table 2. Distribution of the English Subject of the Tour and Travel Department for Diploma III Program
Number of
No Subjects Semester Classification
Credits
1. English For Basic Level 3 1 EGP
2. English For Middle or Intermediate Level 3 2 EGP
3. English For Upper Intermediate Level 2 3 EGP
4. ESP For Basic Level 2 5 ESP
5. ESP For Middle or Intermediate Level 2 6 ESP
Source: CBC of English for Tour and Travel department, Diploma III program, 2010

st
The 61 TEFLIN International Conference, UNS Solo 2014 53
The Relevance of the Competence Based Curriculum with the Units of Standard Competencies for the
ESP Courses of Tourism Students
AKPAR Makassar, as one of the professional and vocational skill institutions, provides two certificates
to the graduates; certificate of completion study and certificate of Standard Competency Assessment. The
students of Diploma III program of Tour and Travel management department will complete their study after
taking and passing all 118 credits from 48 subjects for six semesters as stated in the Competency Based
Curriculum, 2010. On the other hand, the students are offered the certificate of Standard Competency
Assessment from National Board Professional Certification if they can be recognized to be “competent” for the
certain unit and level by the assessor. Therefore, the content of the Competency Based Curriculum (CBC) should
be relevant to the content of the National Standard Work of Qualification Indonesia (Standard Kerja Kualifikasi
Nasional Indonesia /SKKNI) in order to prepare the students to be “competent” in the Standard Certification
Assessment.
English is one subjects stated in the CBC which is provided in each semester with twelve credits and
also English is one subject stated in the SKKNI to be assessed in the standard competency which is divided into
three different levels for three different skills as can be seen in the following table.
The content of the unit of standard competency for the English language consists of three different
levels (basic, supervisory or middle, and advanced or higher level) with three different skills (speaking, reading
and writing). Each level for each skill consists of some elements and each element consists of some performance
criteria. The students should be competent in all performance criteria provided at each level to be recognized
‘competent’ and get the certificate of standard competence. For example, the students who are going to get the
certificate of standard competence for the Basic English level, should be competent in all the performance
criteria for each skill at the basic level; two performance criteria for speaking skill, four performance criteria for
reading skill, and three for the writing skill. Each performance criteria sometimes has some detailed skills to be
performed.
The units of standard competence for the English language assessment are conducted based on the
language level. Basic level usually takes place in the third semester and supervisory or middle level and higher
or advanced level is usually offered after the students have done job training or in the fifth and sixth semester.
The content of the units of standard competency for the English language skills assessment then should be taken
into account in the content of the curriculum design of the English for Tour and Travel department as seen in the
following table.

Table 3 Correlation between the Competency Based Curriculum and the Units of Standard Competency for
Tour and Travel department
Semester Subjects Credits The Units of Standard Competency Level
1 English For Basic Level 3 Speak and Understand English at a Basic 1
Operational Level

Read English at a Basic Operational Level

2 English for Middle or 3 Write English at a Basic Operational Level

Intermediate Level
3 English for Upper 2 Speak and Understand English at 2
Intermediate Level Supervisory and Senior Operational Level

Read English at Supervisory and Senior

Operational Level

5 English for Pre-Advanced 2 Write English at Supervisory and Senior

level Operational Level

6 ESP for 2 Speak and Understand English at Advance 3

Advanced level or Higher Operational Level

Read English at Advance or Higher

Operational Level

Write English at Advance or Higher

Operational Level

54 st
The 61 TEFLIN International Conference, UNS Solo 2014
 These divisions based on the considerations that the assessment of the standard competency for the
Basic Level is usually offered at the end of the second semester or at the beginning of the third semester. All the
performance criteria for each skill at the basic level are given in the first and second semester in order to prepare
the students attending the assessment for level one. Similar to the units of supervisory and senior level, all the
performance criteria in each skill at the supervisory and senior level are provided in the third and fifth semester
(the fourth semester students have job training in the industry) to prepare the students having the assessment for
the level two at the fifth semester. All the performance criteria for each language skill for the advance and higher
level are given at the sixth semester for preparing the students to have the assessment for competency standard
for level three.
The performance criteria in the units of standard competency are used as the assessment tools by the
assessor and the assessee (those who are attending the assessment). However, the skills to be assessed in the
performance criteria in each skill are sometimes difficult to be measured and some performance criteria is
repeated at different levels.
As the performance criteria in the units of the standard competency are used as the assessment tool, they
should be measurable, understandable, and objective. Both the assessor and the assessee will have the same
perception of these criteria. It is most important for conducting the assessment for the standard competency.

Conclusion
The distribution of English in the Competence Based Curriculum for Tour and Travel department is
slightly relevant to the content of the Units of Standard Competency for Tour and Travel management. In the
curriculum, English subject is divided into two main subjects; English for General Purposes (EGP) and English
for Specific Purposes (ESP). EGP is provided for three semesters, from basic level to upper intermediate level,
while ESP is provided for two semesters, from basic level (the fifth semester) to middle level (the sixth semester)
while the Units of Standard Competency provide three main levels from basic to high operational level and all
the elements and performance criteria in each unit are focused on English for Specific Purpose. The students in
the fifth semester study Basic English for Specific Purposes while in the Units of Standard Competency they will
be assessed level two for the Supervisory Level in speaking, reading and writing skills.

References
Basturkmen, H. 2006. Ideas and Options in English for Specific Purposes. Mahwah, NJ: Lawrence Eribaum
Associates.
Brown, J.D. 1995. The Element of a Language Curriculum. Boston: Heinle & Heinle.
Eppang, Buntu M. 2006. An Evaluation of Competency Based Training Learning Environment at Travel and
Tourism Department of Akademi Pariwisata Makassar. Thesis. Unpublished. Australia: Southern Cross
University
Ratnah. 2010. The Gap Between the Hospitality Industry Workplace and the ESP Classroom. Jurnal
Kepariwisataan, ISSN 1979-7168 Vol 2 No.2 Februari 2010, Akademi Pariwisata Makassar.

st
The 61 TEFLIN International Conference, UNS Solo 2014 55
 MEDIA LITERACY: A SALIENT CONCEPT FOR ENGLISH LANGUAGE
CURRICULA PLANNING 1

Riani Inkiriwang Winter, Laksmi Mayesti Wijayanti,

Sandra Sembel, Alfred Inkiriwang

Abstract: Media Literacy (ML) is currently a concept of high interest in primary, secondary and tertiary
education curriculum development. The Center for Media Literacy states, that with the current global multi-
media culture we live in, media literacy has become a critical proficiency. Media literacy represents knowledge
and skills of information processing to acquire media content knowledge, as Phang calls it, “the new literacy of
the 21st century.” Mass media brought multi-varied texts throughout the world. The question is, are media texts
accurately ‘read’ and ‘written’? Schwartz, discussing the power of emerging literacies, asserts that ML
encourages critical thinking, an essential skill for young people, adults and educators.
The presenters aim at creating awareness in the TEFLIN domain, on the importance of Media Literacy--
knowledge of components, usage and power of the media. The media flows globally across borders using
primarily the English language, influencing lifestyles and cultures; media and English are almost inseparable.
The presenters propose that ML be a core in ELT curricula at all educational institutions: a salient concept in
English Language policy and planning. For this Colloquium, ML in a primary and tertiary education setting will
be the focus of discussion.

Introduction
“Our culture is saturated with information. The flood of messages comes to us through the mass media.
The world is rapidly changing because of DVDs, computers, MP3 players, cell phones, Blackberries, and many
other technologies that are substancially revising the way the media industries do business and the way we
receive messages” (Potter, 2008) This statement more or less wraps up the rationale of writing this paper and
present it at the 2014 TEFLIN International Conference.
Elaborating on his assertion, Potter then goes further urging us, living in this ‘message-saturated’ 21st
century, to be media literate. Media Literacy would be the solution to the problem of how to cope with the new,
multi-media culture we are in. Why would this pose a problem? Because, as observed by this media expert, the
super highway technology has taken and the devices that have been created and produced in this super fast
trajectory have more than overwhelmed us, being dragged along in the process, very often in an “autopilot
mode” (p 12). We utilize gadget after gadget that media industries ‘bestow’ on us in our efforts to understand the
multitude of media messages with their multi-layered meanings. “The media constantly influence people in
many ways—cognitively, attitudinally, emotionally, psychologically, behaviorally—both directly as individual
as well as indirectly through other people, institutions, and culture” (2010: 68). The power of the media, then, is
not to be underestimated. Zillions of papers around the world have been written about the multi-media’s
functioning, its effects, and dangers. A great number of these were even written in a world when the media was
not as ubiquitous as it is in this 21st century. In order not to become ‘auto piloted’ then, hence the urge to be
media literate is of no question anymore. This paper aims at creating awareness in educators throughout all
levels and types of education, particularly in the TEFLIN domain, on the importance of Media Literacy, in the
hope that this field of study be considered in the planning of or even to be a core in our EFL curricula.

Media Literacy in the EFL curriculum

Already four decades ago, Berlo (1975 in CML 2011) asserted that “humankind needs to be taught how
to process information that is stored through technology. Education needs to be geared toward the handling of
data rather than the accumulation of data.” The use of media, social media particularly, in Indonesia’s
presidential election of late showed how powerful but also confusing and annoying these media messages could
become and how important the “handling” of data is. This “new literacy” (CML, 2003; Phang, 2007) is what
encompasses ML, defined by CML (2008) as providing “a framework to access, analyze, evaluate and create
messages in a variety of forms, and “builds an understanding of the role of media in society, as well as essential
skills of inquiry and self-expression necessary for citizens of a democracy.” ML is not only about the
understanding of texts explicit and implicitly, but also the ability to ‘read between the lines and the lies.’ ML is

1
Our team is indebted to the students of UPH (Universitas Pelita Harapan) of the Communication & Media and Curriculum
& Materials Development graduate programs and students of the UI (Universitas Indonesia) of the American Studies
graduate program. Their thoughts and ideas that emerged from doing their tasks, projects, producing their papers have very
much contributed to the writing of this paper

56 st
The 61 TEFLIN International Conference, UNS Solo 2014
the training of “basic higher-order critical and creative thinking skills” about the media.
According to Bordac (2009), studies on ML mostly focus on children and the adults responsible for
them. Research on teaching and learning media literacy for undergraduate students is rare although the findings
from those studies can contribute to higher educational practices. In higher education, she says, if media literacy
skills are identified as an essential aspect of being a literate person, then a curriculum might include core courses
reflecting these central principles. The Head of one of the directorates in the Ministry of Communication and
Information of Indonesia reiterated the need for ML to be one of the goals of education and, interestingly, even
producers (i.e., owners) of our media need to be educated in ML. It turns out mass media products in this
country are owned by groups or individuals whose literacy in media is to be questioned. A curriculum is
“owned” by its stakeholders (Brady & Kennedy, 2006). And it is the needs of these stakeholders that a
curriculum is designed for. As needs provide the basis for curriculum development (Brown, 1995), the above
mentioned mirrors the needs of ML in a curriculum for adult education.
The media flows globally across borders. The ‘mediascape’ (Appaduraj, 1990/2011) is a ‘global
scape’, where the media traverses the world as if it is almost borderless. And there is no hold to these flows.
Most importantly, the messages that come with it are primarily in the English language. Media and English are
almost inseparable. We propose that ML be a core in ELT/EFL curricula at all educational institutions and at all
levels, preferably starting from the earliest age. We see this as a salient concept in English language policy and
planning.

Media Literacy in current curriculum research projects

1. Media Literacy in a Nursing School Curriculum
Universitas Pelita Harapan Nursing School’s goal is to develop graduates that are literate in information
processing. To achieve this one of the model of learning used is the Flip Classroom. In this model, learning
sessions are divided into three types of learning activities: independent learning activities using e-learning
model, classroom learning and clinical lab. In e-learning, students access information from the University’s
Learning Management System in the form of powerpoint presentation, e-reading and video presentations. They
have to access, analyze and evaluate information from different sources to understand the topics discussed and
do the activities and assignments related to each topic presented.
Accessing, analyzing, evaluating and communicating information from different types of media is the
most frequently cited definition of Media Literacy (Aspen Institute). These media literacy skills are needed by
students in dealing with their academic activities that involve flip classroom model of learning. Thus, to help
students succeed in learning, students get some kind of training from the lecturers to be media literate through
step by step guidelines in accessing, analyzing, evaluating and communicating information to do the flip
classroom activities as well as face-to-face classroom sessions. The Flip Classroom model has been implemented
in the 2013/2014 academic year and will become the basic standard of learning model in the Nursing School.

2. Media Literacy in Year-4 and Year-5 Students’ Classes

It is argued by many researchers and media producers that children nowadays are more media literate
than of previous generations and proven to be significantly more media literate than their parents (Potter, 2008).
Children develop media literacy even in the absence of explicit attempts to encourage and promote it
(Buckingham, 2004). As the consequences, it is a compulsory for children to develop a degree of competence in
handling the media, in particular to be capable of filtering the proper and appropriate information from the
media.
To implement an media literacy unit in Sekolah Cikal an ML survey was conducted. A questionnaire
was distributed to the Year4 and Year5 students. It consisted of four closed-ended and open-ended questions.
The combination of both types of questions is believed to increase the possibility of answering the intended
questions as well as maintaining the researcher’s objectivity.
The four questions were:
What kind of media do you use at home? Students were asked to tick off My Space, Skype, Facebook,
Twitter, Path, Edmodo, Linked in, Multiply, Instagram, Pinterest, and Others
How often do you use it? Please rank your choice based on the frequency. Students were asked to rank
by number.
What activity do you use Internet for? Students were asked to tick off browsing, chatting, streaming,
social networking, others
Do you have set of rules at home in terms of using gadgets or the Internet? Students were asked to tick
off, yes, no and sometimes.
The overall results were that Year-4 and Year-5 students used the Internet mostly for browsing and that
Youtube was the favourite media used. Interestingly, Year-5 had students more set of rules than Year-4 students.
Based on the survey results, the Sekolah Cikal school is experimenting to put a media literacy unit with

st
The 61 TEFLIN International Conference, UNS Solo 2014 57
a transdisciplinary theme “How do we express ourselves,” in the Year 5 curriculum. The above research of an
“in progress” nature.

3. Media Literacy in a Graduate Program Setting

To ‘deconstruct’ the media, and to follow the concept of inquiry about media productions, CML offers
“Five Core Concepts and Five Key Questions” designed to achieve success in Media Literacy (CML
2003/2008). To explore media literacy in adults doing advanced studies, the above tools were applied to post-
graduate media classes at UPH and American Studies UI in three semesters. The students had no prior training in
ML. The text was a cartoon depiction of “Media the Lapdog of Obama” produced by the online media The
People’s Cube. The piece chosen would need higher-order critical and creative thinking, in accordance with the
level the students were in. The findings showed that almost all students, though having researched for data quite
intensively, could not really grasp the essence of the message. They showed their prowess finding out that the
producers, the founders of The People’s Cube, were American citizens originating from the Iron Curtain. The
overall assumption was that the producers had socialistic leanings and views, whereas the whole message was
meant as a satire going against alleged socialism in the United States. Besides the fact that the media text was
difficult, these were students studying media but had a hard time analyzing. It would be even harder for students
pursuing other studies. From observation, the recently held elections in Indonesia and the ensuing messages on
social media could be signs of ‘media illiteracy’. The need of ML is critical. For the next semesters ML will
gradually be introduced through alterations in ELT and media education syllabi to become a more and more
essential part in designs of curricula.

4. Planning Media Literacy as Primary Subject in English Language Teaching in a Tertiary Educational
Institution
The Institut Busines & Multimedia ASMI (IBMA) is a tertiary education al institute majoring in
business and multimedia. In the tertiary education such as IBMA, a non-English major institution, English is
taught to support the primary majoring. The goal is to provide sufficient English vocabulary knowledge in field
of the majors chosen, in this case business and multimedia. The problem encountered in teaching English was
the diversity of proficiency level from freshmen students. The goal to increase the competency and proficiency
of English was far from reached. Monitoring the last 10 semesters or the last five years the success rate of
graduates job placement through the IBMA Career Center, the main reason of recruitment rejection from
companies was the competence in English. Based on that observation and a tracer study, the IBMA management
deemed that English language teaching needed a different approach. The outcome of English teaching should not
only be focused on learning English but focused also on a subject that was essential and current in society and
business. The additional subject should create an interest and enthusiasm and in a way deviate the focus from the
“difficult,” English to a more realistic and applicable subject. IBMA is convinced that in the field of Business
and Multimedia, media literacy is essential.
IBMA plans to develop a new curriculum for ELT with ML as the major subject. With an improved
English curriculum and increase of English proficiency, the expectation is an increase of students and job offers
for graduates of IBMA. The built-in media literacy in the English course is an additional attraction to potential
new students of IBMA. For private tertiary educational institutes an increase in the competency of the English
Language is expected to be translated in an increase of students. So there are three objectives to be reached,
academically an English competency increase, the knowledge and skills of media literacy and the increase of the
number of students.

Conclusion
In this paper the combination of Media literacy and ELT in the curriculum of all levels of education is
the proposed road of ELT curricula planning. The question is, are we in the TEFLIN domain to take it ?

Reference
Appadurai,Arjun. (1990) “Disjunture and difference in the global cultural economy” in Theory, Culture &
Society. Retrieved from http://tmblr.co/ZnwkFvM4VBCI
Brady, Laurie and Kerry Kennedy (2006). Curriculum construction. Frenchs Forest, NSW: Pearson.
Brown, James Dean. The elements of language curriculum: A systematic approach to program development.
Boston: Heinle & Heinle Publishers.
Center for Media Literacy. 2008/2011. Retrieved from www.medialit.org
Buckingham, David. (2004). Media Education: Literacy, Learning and Contemporary Culture. Oxford:
Blackwell Publishing, Ltd.
Phang, Anna. (2007). Add a dose of media literacy in the media diploma’s curriculum Retrieved from
http://www.esd.sp.edu.sg/.

58 st
The 61 TEFLIN International Conference, UNS Solo 2014
Potter, W. James. (2008). Media literacy (4th ed.). Los Angeles: Sage Publications.
Schwarz, Gretchen. (2001, Spring). Literacy expanded: The role of media literacy in teacher education. Teacher
Education Quarterly, 11 – 119. Retrieved from www.teq.journal.org/Back%20Issues/Volume%2028/
Vol28%20PDFS/28_2/p28n2schwarz.pdf.
The Aspen Institute (1992). Media Literacy: Report of the national leadership conference on media literacy.
Washington.

Biodata
Riani Inkiriwang Winter. riani.winter@gmail.com
She currently lectures on curriculum & materials development, and media, at Universitas Pelita Harapan’s
Education, and Media & Communications Graduate Programs, respectively. She also teaches courses and
research seminars at the American Studies graduate program of Universitas Indonesia. She attended and
presented at conferences conducted by TEFLIN, LIA, IATEFL and TESOL. Besides teaching she worked as
teacher trainer; instructional magazine publisher and editor; curriculum and materials developer, at an ELT
Institution. Published writings include English textbooks and articles in journals, databases and newsletters. She
attended graduate schools at the University of Hawaii, Honolulu and Universitas Indonesia, Jakarta.

Sandra Sembel. ssembel@gmail.com

Sandra Sembel is a graduate of Universitas Negeri Jakarta (UNJ) in English Language Teaching and Universitas
Indonesia in Economics. At present she is pursuing her doctorate degree at UNJ. She has been a practitioner of
and consultant in education for over 25 years. She is currently coordinator of the English Department at the
School of Nursing, Universitas Pelita Harapan. Her experience ranges from education consultant for curriculum
and instructional design for secondary, tertiary and business education to CSR programs partnering NGOs and
corporations. She is still very involved in e-learning, teacher development and child education.

Laksmi Mayesti Wijayanti. miss_laksmi@yahoo.com

She has been teaching since she was a first year student at Padjadjaran University, in 1999. In 2010 She had the
opportunity to enrol in the “Supporting Teaching and Learning in School” (STALIS) at Bournville College,
Birmingham, United Kingdom. During her stay in UK, she also was a teacher assistant at Princethorpe Primary
School, Birmingham, where she had to cover ICT literacy. In 2012, she joined Sekolah Cikal as Year-5 teacher
and Social Studies Coordinator. She have the responsibility to integrate ICT and media literacy into lesson plans.
Currently she is studying for her master’s in Education at Universitas Pelita Harapan.

Alfred Inkiriwang. alfredinkiriwang@gmail.com

Currently Alfred Inkiriwang is the Vice Rector, Head of the Management Graduate Program and Coordinator of
English Lecturers of the Institut Bisnis & Multimedia ASMI. He also teaches courses at the American Studies
Graduate Program of University Indonesia. His background is the bussines world and currently is a doctoral
candidate in Education Management at the Universitas Negeri Jakarta

st
The 61 TEFLIN International Conference, UNS Solo 2014 59
 THE CONTRIBUTIONS OF ANTHROPOLOGICAL STUDIES
TO THE USAGE OF GENRES IN TEFL

Saiful Anwar Matondang

Dept of Anthropology Universitè de Fribourg, Switzerland / UMN AW Medan

Abstract: The rapidly growing of genre scholarship directs my paper to the contributions of Anthropological
Studies to the usage of genres. Addressing the issues on genre and designing language policy and pedagogy in
Teaching English as a Foreign Language (TEFL), I overview the contributions of Anthropological Studies to
genres. In the fieldwork, anthropologists study language and habitual thought, language variations, speech
events, texts and meanings, language identity, and ideology. The research in anthropology focuses on the
language use within socio-cultural context and yield some theories and recommendations. By adopting the
anthropological methods and theories for designing language policy and pedagogy as well as language teaching
learning strategies, this paper elaborates the genres in culture milieu from a process point of view. Genres, as
interactional products in the textual forms, need the anthropological foundation in shaping the TEFL in
Indonesia. Anthropology in ethnography of communication studies various genres as mental activities and social
actions. Additionally, anthropology provides a set of socio cultural analysis about folklore such as fairy tales,
legends, myths, and speeches in rituals and symbolic performances.

Background
Having been attracted by Anthropological Studies of language use in larger social contexts, I am
interested in highlighting the benefits of methods and theories from anthropology for language policy, pedagogy
and teaching learning strategies. In ethnography of speaking there is an attempt to gain a general understanding
of the viewpoints and values of a community as a way of elaborating attitudes and behavior of speakers. The
studies in anthropology which cover the usage of language use, language identity, narrativity and
ideology would be emphasized here to develop language policy and teaching English as a (main) foreign
language in Indonesia’s education system. Research interpretations in anthropology have connected culture,
behavior and language use either in a formal and informal. In the fieldwork, anthropologists (Franz Boaz, Sapir,
Whorf, Malinowski, Hymes, and Gumperz) not only reported the nature of certain languages, but also compared
the Modern Indo-European languages to those of native America, India and Austronesia. Following Dell
Hymes’ argument, “anthropology has the task to coordinate knowledge about language from viewpoint of man”
(1963), in this paper, I am inclined to genres in language use.
The three paradigms of anthropology, which identified by Alessandro Duranti in the History of
American Anthropology, have provided a great variety of methods, procedures and theories of language,
culture and society. The anthropological studies facilitate the methods of documenting texts, legends and myths,
of language use, of language identity and of language interaction, ideology and narrativity (Duranti, 2003).
When Franz Boaz rejected the British Evolutionary Paradigm, he built the Cultural Relativity in Anthropology
in 19th. A few years later, the Boasians such as Edward Sapir, Lee Benjamin Whorf with Linguistic Relativity,
as the first paradigm in U.S anthropological fieldwork “made important contributions to historical
and typological linguistics to phonological theory “(Duranti, 2003:325). The second paradigm, in 1960s to
1970s, anthropologists like Dell Hymes, J Gumperz, Erving Goffman, Harold Garfinkel, and William Labov
developed the studies to Linguistic Anthropology and Sociology of Language. In this phase, Hymes
introduced Ethnography of speaking or communication and Gumperz focused on Sociolinguistics. The third
paradigm is based on socio-historical analysis of language identity, interaction, narrative and ideology
(Duranti, 2003). Cultural and interactional activities which reconstruct identities appear in utterances and written
texts. Furthermore, the research on language use involves norms, expectations, cultural contexts and
ideology that commonly realized in various genres. Anthropology has already demonstrated a number of
useful theoretical frameworks which established foundation to analyze each type of genre structurally,
functionally, and culturally. Those anthropological paradigms sustain the methods and theories of culture
and language use.

From Folklore to Genres in Anthropology

Genres, mostly folklores as what Brothers Grimm have carried out, in a long research tradition of
anthropology have been studied within an integrative model which combines three components; a body of
knowledge, a mode of thought, and a kind of art (Ben-Amos, 1971:5). Tracing back the origin of folklore
studies from Germany Volkskunde to English conception of folklore and American’s Anthropology
Linguistic helps researchers in detecting the relationship between culture and language use. For instance, the

60 st
The 61 TEFLIN International Conference, UNS Solo 2014
description and interpretation of genres of ethnic groups by anthropologists are found in folklore studies.
Focusing on social context of myths, legends, oral stories, rituals, and speeches, many of anthropologists reveal
the meanings of those genres as reflection of mental activities of social groups. Furthermore, Malinowski in
British Social Anthropology has the foundational work hat links linguistic to ethnography in 20th century that
eventually resulted in the Interactional Sociolinguistics program and the New Literacy Studies (NLF) (Rampton,
2007:298-299). Gunther and Knoblauch (2005) seek the analysis of communicative genres from many of
perfectives. They summarize genre studies into: a) Research on genres has been prominent in folklore by
Brother Grimm in the early 19 th ; b). Bakhtin’s Approach; speech genres guide the interaction and are
determined by social structures; c).Propp’s Approach; the structure of texts is based on paradigmatically and
latent structures; d). Jolles’ Approach; show nine types of genres as mental activities; e). Boasian’s Approach;
the classifications of oral genres; f). Research of Hymes and Gumperz; a performance centered approach to
genres; g).Labov’s narrative forms and contexts; h).Sacks’ Conversational analysis; i).Bergmann and Luckman
studies on social construction reality Clifford Geertz’s interpretative turn in anthropology focuses on texts and
meanings in socio-cultural interaction either in dialogues or in symbolic performances. Based on empirical
observation on cultural events, human behaviors, and utterances, Clifford Geertz engages a social
semiotics to construct the meaning of texts interpretatively. As a result, the established codes, for Geertz,
should be detected and comprehended from the structures of signification (1973:9). A social discourse needs to
be understood, and this analysis leads anthropological interpretation of texts. Then, it is to construct what people
utter in a poem, a ritual, a history, a person, a society and an institution.
From the view point of Anthropological Linguistic, we could identify the communicative genres
(Gunther and Knoblauch, 2005). Genres have been studied by anthropologists in a number of micro scopes. Ben
Rampton (2007:385) proposes;
1. that the contexts for communication should be investigated rather than assumed.
Meaning takes shape with specific social relations, interactional histories and institutional regimes,
produced and constructed by agents with expectations and repertoires that have to be grasped
ethnographically; and
2. that analysis of the internal organization of verbal (and other kinds of semiotic) data is essential to
understanding its significance and position in the world. Meaning is far more than just the expression of
ideas, and biography, identification, stance and nuance are extensively signaled in the linguistic and textual
fine-grain

Starting from the language-culture-ideology nexus, currently study on the speech genres should take
the field research of anthropology and regard the study of language use as a fundamental social
phenomenon. Messineo elaborates that” when theoretical approaches began to focus on the use of
language in context, speech genres appeared as a new focal point in research….language research, then, should
be based on observing and /or participating in situated speech events (2011:276)”. Genres research
involves linguistic, rhetoric and contextual approaches. In general genre systems require some elements, such as:
a) textual regularities; b).rhetorical tradition; c) linguistic tradition; d) contextual situation; e) intertextual chains
(Hammouda, 2003)

Genre Approach in TEFL

Genres, in Hymes’ ethnography of communication, refer to myths, proverbs, lectures, sermons, poems,
and commercial notes. An integrated system of genres in speech events require the textual and contextual
comprehension when an English teacher has genres taught in TEFL. One needs the knowledge of generic
structures, social and cultural meanings. Teaching genres is not only raising the students’ awareness of
rhetorical perception but also social actions or contexts. John M Swales (1990) argues that a genre consists of a
type of communicative events which assign a language situation. Someone shares a set of communicative
purposes in communication process. Speakers have a discourse community which create and recreate many
types of genres for sake of communicative goals.
Anthropology studies language use and practice of genres within historically and culturally
conventions and ideals according to ethnic group. Speakers recreate and reconstruct genres and connect them to
communicative goals, values and ideology. Anthropology offers a participant –observation to a new culture that
a researcher encounters, and also provides an introspection method for the researcher own language and culture.
Chandler (2002) identifies genres in relation to textual codes. He shows the forms and classifications such as
traditional rhetoric, mode of emplotment, scholarly apparatus.
Taking an idea of traditional genres which fall into categories of exposition, argument,
description, and narration (Chandler, 2002:159), the process of teaching genres in TEFL needs the
combination of those four generic structures. In an academic genre, according to Chandler (2002:158), we have
introductions, acknowledgement, section headings, tables, diagrams, notes, references, bibliographies,

st
The 61 TEFLIN International Conference, UNS Solo 2014 61
appendixes and indexes. Each of genres uses a textual form which exists in a system of signs organized
according to codes and sub-codes that reflect certain values, attitudes, beliefs, assumptions, and practices
(Chandler, 2002:159). Following Bhatia (1993 in Jensen, 2005), the implementation of genre strategies in
TEFL has some steps; a).Placing the given genre text in a situational context; b).Surveying existing literature;
c).Refining the situation/context analysis; d).Selecting corpus; e).Levels of linguistic analysis; f).Analysis of
lexico-grammar features; g).Analysis of text patterning or textualisation: h).Structural interpretation of the text
genre; i). Specialist information in genre analysis ; j).Relevance and decision-making.

Conclusions
The contributions of anthropological studies to the usage of genres in TEFL are related to:
a. Linguistic anthropology which could describe and analyze language features and generic structures of
genres in producing a text to achieve the goals of communication. The knowledge of procedures
of creating a genre such as opening, focusing, complication, closing, orientation, evaluation, and coda not
only involves the linguistic but also the forms of genres.
b. Ethnography of communication which views genres as an integral part of speech community. Speakers
with rhetorical capabilities which turn into the construction of social hierarchies and by understanding a
genre, a speaker links the genre to socio- cultural meaning.
c. Theories of communicative genres, repertoire, and social milieus. Genres are associated with
speaking practices, stories, and socio-political changes. Genre of ritual communication such as
ceremonial form of speech is interlocked by power and beliefs.

References
Ben-Amos, Dan, 1971, Toward a definition of folklore in context, The Journal of American Folklore,
84/331, pp.3-15
Duranti, Alessandro, 2003, Language as Culture in U.S. Anthropology, Current A nthropology, 44/3/June
Chandler, D, 2002, Semiotics, the Basic, Routledge: London
Geertz, Clifford, 1973, The Interpretation of Cultures, Selected Essay, Basic Books: New York
Gunther, S & Knoblauch, H, 1995, culturally patterned speaking practices; the analysis of
communicative genres, Pragmatics 5/1, pp.1-32
Jensen, Uffe M, 2005, Genre Analysis, Birthc Mousten: Aarhus
Hammouda, D D, 2003, Contributions of an integrated genre theory of text and context to teaching LSP,
La Revue du GERAS, 39-40
Hymes, Dell, 1963, Notes toward a history of Linguistic Anthropology, Anthropological Linguistics,
5/1, pp 59-109
Massieno, Cristina, 2008, Fieldwork and documentation of speech genres in indigenous communities
of Gran Chaco: theoretical and methodological issues, LDC, 2/2, pp 275-295
Rampton, Ben, 2007, Neo-Hymesian linguistic ethnography in the United Kingdom, Journal of
Sociolinguistics, 11/5, pp.584-607
Swales, J, M, 1990, Genre Analysis-English in academic and research settings, Cambridge University
Press

62 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE ENGLISH TEACHERS’ PERCEPTIONS TOWARD
SCHOOL-BASED CURRICULUM (SBC) AND 2013 CURRICULUM;
COMPLAINTS, COMPARISONS AND CONTRASTS
(An Investigation on English Teachers’ Perceptions in Pekalongan)

Abstract: in an educational system, teacher and curriculum as strategic components can influence the success,
achievement as well as failures of the system itself. Teacher certification and curriculum development,
nowadays, are some attempts to increase the educational system in both. Unfortunately, the changes of
curriculum are not almost accompanied by the changes of the teachers’ model of teaching which seem
monotonous caused by the lack of teachers’ knowledge and understanding about the current curriculum.
This study intends to investigate the teachers’ perception towards SBC and 2013 Curriculum as the latest trend in
curriculum implementation; further this study also emhasised on how well the teachers understand both
curricula. The study was a qualitative research by having a document analysis on English teachers’ perceptions
through questionnaires and interviews. As the result of the study the teachers’ perceptions to both curricula were
slightly different in describing the comparisons, contrasts and also complaints. Apparently, they have not really
understood the basic concept on each curriculum paradigm moreover they felt that there are so many problems
faced in both curricula implementation. This issue ought to be the considerations for curriculum developer in
having a depth preaparation before implementing it in classroom setting. Therefore , the teacher should cater all
the informations to be ready in meeting the demand of recent curriculum development.

Keywords: Curriculum development, SBC, 2013 Curriculum, Teachers’ Perceptions

Introduction
As we know that the development of technology, science, and education including the instructional
method grow dynamically. Indirectly, it causes the curriculum of the education have been changed to
counterbalance the improvement.
In a process of quality control of education, curriculum is a quite important component (Cheung, 1994).
Curriculum has to be changed periodically brought into line of the educational dynamics. Historically, since
1945 the educational curriculum in Indonesia has been several changes. They are; 1947 Curriculum (Rentjana
Pelajaran 1947); 1952 Curriculum (Rentjana Pelajaran Terurai 1952); 1964 Curriculum (Rentjana Pendidikan
1964); 1986 Curriculum (Rentjana Pendidikan 1968); 1975 Curriculum; 1984 Curriculum (CBSA
Curriculum);1994 Curriculum; 2004 Curriculum or Competency-Based Curriculum (KBK) and; 2006
Curriculum or School-Based Curriculum (KTSP); 2013 Curriculum.
All of the changes of the curriculum are based on the situation at that time -political, social, economic,
or institutional- the needs of the learners, the goals and outcomes (Richard, 2001).
The aim of the curriculum of 2013 is shaping learners productive, creative, innovative, and affective. As
exposure to the Minister of Education and Culture, said that the behavior of productive, creative, and innovative
is the product of learning, so it can be concluded that expertise is one of the competencies that should be
possessed by learners. To achieve the targeted skills at every level of education, of course, through the
internalization of cognitive processes mature. It aims to provide a strong theoretical foundation and is factual,
conceptual, procedural, and metacognitive before heading on strengthening the realm of expertise. Orientation
curriculum 2013 on the process and the product (competency knowledge and attitudes) offset by affective
behaviors as character attributes to be possessed. Curriculum 2013 is actually the development of Competency
Based Curriculum (CBC) who sees the results of their study on what should be the scope of capabilities
possessed by learners. A CBC lofty goal of the curriculum is then corrected by the model Education Unit Level
Curriculum (SBC) to suit the abilities and potential of each school and region. Various analysis and review of the
curriculum have then refined in 2013 curriculum as the newest curriculum implemeted in Indonesia.
Elements of the changes that have been prepared by the government in 2013 set out in the curriculum
PP No. 32 of 2013 on National Education Standards change, and Permendikbud RI No. 81a on the
Implementation of the Curriculum 2013 changes were intended by the government is a change in; (1)
competency standards, (2) content standards, (3) learning standards, and (4) educational assessment standards.
Practice good feasibility of the standard four fully government has facilitated the implementation of the
curriculum guidelines 2013 graduate competency standards have been formulated by the government with the
orientation of the three domains of learning in the domain of attitudes, skills, and knowledge; enforceability of
the target measurement is facilitated through the preparation of the form - the form of the test formulated by the
government. The impact of changes in competence standard is a graduate curriculum changes or content
standards; enforceability of the contents of this standard government facilitated through the provision of

st
The 61 TEFLIN International Conference, UNS Solo 2014 63
curriculum documents every level of education and training. Curriculum as a means to establish learners must be
supported with relevant learning process; standard learning process has been facilitated by the government
started with a complete guidance relating to the preparation, teaching guides through a scientific approach /
scientific approach. Assessment as a guidelinr has also drawn the indicators by governments ranging from the
achievement of the aspects of attitudes, skills, and knowledge.
Hence, it is important to concern the implementation of curriculum dealing with teachers’ perception in
comparing and contrasting the previous curriculum and the current curriculum in order to make the instructional
process better, especially in non-formal education.

Research Questions
Based on the background above, this study intends to find out the complaints, comparisons and
contrasts between SBC and 2013 Curriculum related to teachers’ perception towards both curricula. The research
questions are as follows:
a. What are the teachers’ perception on the comparisons and contrasts, including materials and
implementations, between SBC and 2013 Curriculum?
b. What are the teachers’ complaints in implementing those both curricula?

Research Methodology
a. Method
This study will be a qualitative method. Qualitative design tends to work with relatively small
number of cases. Qualitative research is a Research studies that investigate the quality of reletionships,
activities, situations, or materials are frequently refered to a quality research (Frankael, 2007).

b. Site and participants

The setting of this research was in one of the greatest senior high school in Pekalongan-SMA N 3
Pekalongan. This research was conducted on 22 - 25 July 2014. The participants of this research were two
teachers. The reason to choose the participants is that -by purposes sampling- they have experience in
teaching by using both SBC and 2013 Curriculum.

c. Technique in Collecting Data

In collecting the data, it is used questionnaire, the subjects respond to the questions by writing or
marking an answer sheet (Frankael, 2007). Questionnaire is considered enables to collect the understanding
of the teachers’ in materials, development and implementation of the curriculum and their perception toward
the comparisons and contrasts of SBC and 2013 Curriculum. After obtaining the data from questionnaires,
they are categorized, described, reported, and concluded descriptively.

Finding
The finding of this research will be presented in the form of table as the questionnaire given to the
teacher. There will be four tables to show the comparisons, contrasts ans also complaints toward both curricula.

No Participants Answers
1 Teacher #1 Both SBC and 2013 Curriculum provide their sufficient attention toward
interpersonal skills of communication. Even the more portion as well as more
active engagement is demanded in 2013 curriculum.
2 Teacher #2 SBC and 2013 Curriculum have some similarities as follows:
x The ideological foundation, that is to create intelligent, professional, and
competitive human resources.
x The approach that is Competency Standards and Basic Competences.
x The subject matter; action competence (listening, speaking, reading and writing

Table 1. Teachers’ Perception on Comparing between SBC and 2013 Curriculum

64 st
The 61 TEFLIN International Conference, UNS Solo 2014
 No Participants
1 Teacher #1
2 Teacher #2
Answers
The SBC provides greater emphasis on the written cycle of text (reading and
writing) while the 2013 Curriculum gives its emphasis on the active
communication skills. The composed material of SBC is denser than the 2013
Curriculum. The 2013 curriculum demands engagement of science topics into the
English teaching.
The differences between SBC and 2013 Curriculum is in curriculum
implementation guidelines; SBC has language of Instruction, intra-curricular,
extracurricular, remedial, enrichment, acceleration guidance & counseling,
Pancasila values, character, education workforce, resources and learning facility,
phase implementation, development Syllabus, curriculum management made by the
schools and indirectly they influence the way of teachers’ teaching- while in 2013
curriculum every aspects have been set out by the governement which focused on
the character building especially in religious thing and relating each topic to the
daily life experiences.

Table 2. Teachers’ Perception on Contrasting between SBC and 2013 Curriculum

No Participants
1 Teacher #1
2 Teacher #2
Answers
The dense material will cause a certain problem
Correcting the abundance of students’ writing works may be tiresome.
SBC bother the teachers, especially me, in teaching because of less time allocation
for teaching materials in English, so that the lessons taught are not completely. SBC
is to be illogical, because it is not proportionate division of tasks between the
government and school development. Government should only establish the general
framework of objectives or competencies, content, strategies, and evaluation, while
the development in detail to be ready to use left entirely to the school.

Table 3. Teachers’ Perception on Complaining the SBC

No Participants
1 Teacher #1
2 Teacher #2
Answers
There is no practical guideline for the teacher to teach English following the
scientific thinking pattern as what desired by the curriculum.
Teaching language using the methodology (scientific) proposed by the curriculum
takes a considerable time. As the success of the learning will depend on whether the
students already discover a new thing during their observation. Moreover for high
schools, they have to cover all the materials in arelatively short period of time
before having the National Exam (UN).
Mostly students in rural area (lack of support either facilities or parents’ cares,
enviromental habit) have less or even none habit of using this kind of scientific
thinking patterns.
Since the authorities given to the schools, so that the different areas of schools have
different implementation or different focuses that might confuse the students later
in facing the final exam or UN.

Table 4. Teachers’ Perception on Complaining the 2013 Curriculum

Conclusion
From the analysis of the data, clearly the teachers assume that the newest 2013 curriculum is a
promising curriculum if teachers are able to play their roles and the prospective students are already accustomed
to the required scientific thinking pattern-while SBC surely give the autonomy to teachers and schools to
develop a competency based in accordance with the conditions existing in each region. However, in principle,
SBC is not a new curriculum model, only the modification of existing curriculum models.
Curriculum enactment in 2013 actually still leaves a heavy homework for schools and also the
governments. Curriculum change is actually also changed the pattern of process standardization schools should
be regulated by the government. First at the time of enactment of the Education Unit Level Curriculum (SBC) in

st
The 61 TEFLIN International Conference, UNS Solo 2014 65
2006, just two years later, the government released the instrument feasibility of Secondary Education curriculum
on pages Kemendikbud RI. Yet, the government obliged all schools in Indonesia to implement the curriculum in
2014 but the government has not mapped yet the school readiness in implementing 2013 Curriculum. It is very
necessary to remember that the burden must be borne by the school is quite heavy. The purpose of forming
students in the 2013 curriculum proclaimed the logical consequences on the capabilities of the teacher, school
budgets, facilities, and a management model that is relevant to the implementation of the curriculum.

References
Cheong, Chen Y, 1994. Effectiveness of Curriculum Change in School: An Organizational Perspective,
International of Educational Management, Vol. 8, No. 3, pp. 26-34
Frankael, Jack R. Wallen, Norman E. (2007). How to Design and Evaluate Research in Education, Sixth Edition.
International Edition. McGraw-Hill. Singapore.
Ginanto, Dion Eprijum. (2009). Perjalanan Kurikulum di Indonesia .www.scribd.com/doc/.../Perjalanan-
Kurikulum-Di-Indonesia.
Mulyasa, E. (2005). Kurikulum Bebasis Kompetensi; Konsep, Karakteristik dan Implementasi. PT. Remaja
Rosdakarya. Bandung.
Muqowim. (2007). Guru dan Kurikulum. http://muqowim.blogspot.com/2007/07/guru-dan-kurikulum.html
Richard, J.C. (2001). Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press.
Saptahari, Bayu. (2008). Guru dan Kurikulum dalam Sistem Pendidikan Nasional.
http://netsains.com/2008/08/menyoroti-peran-guru-dan-kurikulum-dalam-sistem-pendidikan-nasional/

66 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE 2013 ENGLISH CURRICULUM: PROSPECTS AND CHALLENGES

Shirly Rizki Kusumaningrum

School of Graduate Studies, State University of Malang

Abstract: curriculum is an important aspect in education as it covers educational goals, contents, learning
materials, and learning methods to be implemented during the teaching and learning process. Due to its
importance, it should be carefully designed so that the goals that have been set can be achieved. In Indonesian
context, curriculum has been changing from time to time. Since 1945, there have been 9 different curricula
designed to meet the challenge of each respective year. The emergence of the 2013 curriculum as the most recent
curriculum brings lots of positive ideas as well as challenges that should be considered.

Introduction
Curriculum is an important aspect to be considered in education. This is because as stated in National
System of Education Act Number 20/2003, curriculum is a set of plans and arrangements covering educational
goals, contents, learning materials, and learning methods intended as the guidelines in implementing the teaching
and learning process to achieve the goals that have been set (Cahyono & Widiati, 2011: 1). Theoretically, a
curriculum is designed to improve the quality of education. Thus, there should be a careful preparation so that it
will lead to the betterment in terms of the quality of education.
In designing a language curriculum, some information needs to be gathered. Dubin and Olshtain (1986:
5-19), for instance, propose four aspects to reveal before the initiation of a new curriculum. They are language
setting, patterns of language use in society, group and individual attitudes toward language, and the political and
national context. Related to language setting, curriculum designers should understand and evaluate the
significance of the language settings in terms of its effect of the learners and the learning process, whether it is
English speaking countries or non-English speaking countries. In line with the patterns of language use in
society, curriculum developers need to know the role of English in education and in the process of
modernization. Dealing with group and individual attitudes toward language - in this case English -, curriculum
designers should investigate whether there are positive attitudes toward English. Finally, curriculum developers
have to take political and national context into consideration because political and national priorities might
change at certain period (see Figure 1). The process of designing a language curriculum as what has been done
by Dubin and Olshtain (1986), according to Nation and Macalister (2010: 14) is called as “environment
analysis,” while Richards (2001: 90) labeled it as “situation analysis.”

Figure 1. The Fact-Finding Stage (Dubin & Olshtain, 1986: 6)

In Indonesian context, there have been a number of different curricula issued from 1945 up to now.
There are 1947 Curriculum, 1952 Curriculum, 1968 Curriculum, 1975 Curriculum, 1984 Curriculum, 1994
Curriculum, 2004 Curriculum (known as Competence-based Curriculum), 2006 Curriculum (referred to the so
called School-based Curriculum), and the most recent curriculum is 2013 curriculum. However, English started
to become a part in a curriculum since the launch of 1968 curriculum which is in line with the Decree of the
Minister of Education Number 096/1967 (Cahyono & Widiati, 2011: 3). The changes of these curricula exist as a

st
The 61 TEFLIN International Conference, UNS Solo 2014 67
consequence for the movement in political, social, economic, and the development of science and technology
within society. Compared to Dubin and Olshtain’s fact-finding stage, nonetheless, the shift from one curriculum
to another curriculum in Indonesia is mostly due to the political and national context.
The emergence of the recent curriculum, the 2013 curriculum, becomes a response for the strategic plan
2025 of the ministry of education and culture, i.e., producing smart and competitive Indonesian generation. More
specifically, the 2013 curriculum is intended to prepare the Indonesian generations who are religious, productive,
creative, innovative, and affective besides being able to give contribution to their society as explicitly stated
within the Decree of Minister of Education and Culture Number 69/2013 (Kementrian Pendidikan dan
Kebudayaan, 2013a). In short, Indonesian government sees the importance in rearranging the previous
curriculum in order to meet the challenge on the global competition.
To make it simpler, this paper is organized into two sub-topics: the 2013 English curriculum, and
prospects and challenges in the implementation of the 2013 English curriculum.

The 2013 English Curriculum

The 2013 English curriculum can be distinguished from the School-based Curriculum in terms of types
of competence, and division of subject matters. Compared to the organization of School-based Curriculum, the
2013 English curriculum is mapped into core competence (locally called as Kompetensi Inti) and basic
competence (locally called as Kompetensi Dasar). Core competence is defined as competence that should be
achieved at the end of the academic year (Kementrian Pendidikan Nasional dan Kebudayaan, 2013b). Being
analogous to the stairs, core curriculum can be considered as steps to reach the standards of graduate competence
(locally called as Standar Kompetensi Lulusan). In practice, core competence is divided into four groups (labeled
as KI-1, KI-2, KI-3, and KI-4) representing spiritual attitude, social attitude, cognitive aspect, and skill
respectively. To support core competence, basic competence is formulated based on the learners’ characteristics,
learners’ ability, and characteristics of each subject (see Figure 2).

Figure 2. The Organization of the 2013 Curriculum

Figure 2 illustrates that core competence is derived from the standards of graduate competence, and
basic competence is formulated based on the core competence. In practice, core competence is applied to all
subjects; so, the one differentiating subjects is basic competence. The following is the core competence and basic
competence for English Grade X as an example to show how these two are organized.

Table 1. Core Competence and Basic Competence for English Grade X (my translation) 1
Core Competence Basic Competence
1. Appreciating and practicing the teaching of each Being grateful for the opportunity to learn English as
religion a mean of international communication
2. Appreciating and being honest, discipline, 2.1 Appreciating a courtesy and caring in
responsible and caring (mutual assistance, conducting interpersonal communication
cooperation, tolerance, and peace), polite, between teachers and friends
responsive and pro-active and being as a part of 2.2 Being honest, discipline, self-confident, and
the solution to various problems in interacting responsible in implementing transactional
effectively with the social and natural environment communication with teachers and friends
3. Understanding, applying, analyzing factual, 3.1 Understanding the meaning of spoken and

1
The core competence and basic competence shown in Table 1 is not the whole part.

68 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Core Competence
conceptual, and procedural knowledge based on a
curiousity about science, technology, arts, culture
and humanities
4. Processing, reasoning, and presenting in the realm
of the concrete and the abstract domains associated
with the development of a self-learned at school
and being able to use the method based on the
rules of science
(Kementrian Pendidikan dan Kebudayaan, 2013b)
Basic Competence
written texts to be able to respond the
expression of right and wrong, compliments,
and care
3.2 Understanding social function, rhetorical
structures, as well as language features of oral
and written texts
4.1 Expressing the meaning of spoken and written
texts to be able to show and respond the
expression of right and wrong, compliments,
and care
4.2 Expressing the meaning of spoken and written
texts with the regards to social function,
rhetorical structures, as well as language
features correctly and appropriately

From Table 1, it can be seen clearly that the formulation of the 2013 English curriculum is different
from the one in the 2006 curriculum. The difference is on the division for English skills (i.e., listening, speaking,
reading, and writing). If they are explicitly stated in the School-based Curriculum, these are implied in the 2013
curriculum. Furthermore, the space for exploring skills can only be found in basic competence derived from core
competence point 3 and 4. Basic competence 3.1, for instance, is formulated as “understanding the meaning of
spoken and written texts to be able to respond the expression of right and wrong, compliments, and care.” To my
understanding, it refers to listening and reading skills as it involves the process of getting input without any
requirement to produce the language. Moreover, basic competence 4.1 which is formulated as “expressing the
meaning of spoken and written texts to be able to show and respond the expression of right and wrong,
compliments, and care”, to my point of view, refers to the speaking and writing skills.
In terms of divisions of subject matters, subjects can be classified into three big groups: required
subjects, skilled subjects, and exploratory subjects (Kementrian Pendidikan dan Kebudayaan, 2013b). Required
subjects, moreover, are grouped into two: Group A and Group B; skilled subjects are categorized into Group C;
and exploratory subjects are actually parts of skilled subjects. Basically, the contents of subjects in Group A, B,
and C are developed by the central government, with the exception that those in Group B can be further
equipped with the local content developed by local government. Required subjects must be taken by all the
students, skilled subjects are intended for those with certain specialties (i.e., natural sciences, social sciences, and
language), while exploratory subjects are intended for those interested in exploring more based on their interest
outside their specialties. Related to English subject, it belongs to both Group A (2 hours a week) and Group C (3
hours a week for Grade X, either as a skill or exploratory subject); meaning that all the students get an English
subject once a week, unless if they belong to language program or want to choose English as one of exploratory
subjects offered.

Prospects and Challenges in the Implementation of the 2013 English Curriculum

Talking about the curriculum just like talking about a coin; there are always two sides – prospects and
challenges. The following are some of the prospects and challenges in the implementation of the 2013 English
curriculum.
As mentioned previously, English subject is a required subject with the time allotment 2 hours a week.
Nonetheless, if the learners take ‘language program’ as their specialties, they will get another 3 hours a week.
Surprisingly, the emergence of the 2013 curriculum also puts English as an exploratory subject so that the
learners from other specialties also have the same chance to get another 3 hours a week for English. Personally, I
think this is a good policy as English is not only associated to those majored in ‘language program’. In practice,
those in ‘natural science program’ and ‘social science program’ might be also interested to learn English further.
This is in line with Ornstein and Levine’s (2008: 415) definition of exploratory subjects as subjects that the
learners may choose based on their learning styles, needs, and interests. The emergence of what the so called
exploratory subjects, as argue by Ornstein and Levine (2008: 415), implies that the curriculum tends to be
progressive in outlook. However, since the time allotment is cut into 2 hours a week, the teachers should be able
to manage the materials well. The decreasing number of hours, furthermore, may cause serious problem dealing
with teacher certification. It is because, to be certified, teachers have to teach at least 24 hours a week. Though in
some schools some teachers can still achieve such target, there are still some other schools with so many English
teachers face this kind of problem.

st
The 61 TEFLIN International Conference, UNS Solo 2014 69
 Another good side from the implementation of the recent curriculum deals with the assessment. As
mentioned previously, there are 4 aspects in core competence representing spiritual attitude, social attitude,
cognitive aspect, and skill respectively. These are actually the actualization of affective, cognitive, and
psychomotor domains. In line with the Decree of the Ministry of Education and Culture number 66/2013 about
standards of assessment, these three domains will be assessed in a number of ways. For affective domain, the
assessment will be conducted through observation, self-assessment, peer-assessment, as well as journal. Related
to cognitive domain, the learners’ competence is measured through spoken and written test, as well as homework
and tasks. Finally, project and portfolio are used to measure the learners’ competence under the psychomotor
domain. Thus, unlike the previous curriculum which emphasized more on cognitive aspect, now with the
emergence of the 2013 curriculum, the assessment covers the three domains in balance. Additionally, the
teachers can obtain the complete performance of the learners. Nonetheless, there is no guidance yet on how to
construct and assess these aspects.

Conclusion
In conclusion, the emergence of the 2013 curriculum promises lots of betterment and promotes
challenges. The status of English as an exploratory subject and the assessment to be applied at the same time
become prospects and challenges. To my personal opinion, it seems that the government has a good intention
towards the betterment of education system in Indonesia. However, the success of the implementation should not
only be burdened to the teachers; the government should, of course, monitor the process in practice. By doing
this, it will lead to the bright future of education system in Indonesia.

References
Badan Standar Nasional Pendidikan. 2006. Petunjuk Teknik Pengembangan Silabus dan Contoh/Model Silabus
SMA/MA. Jakarta: Departemen Pendidikan Nasional.
Cahyono, B. Y., & Widiati, U. 2011. The Teaching of English as a Foreign Language in Indonesia. Malang:
State University of Malang.
Dubin, F., & Olshtain, E. 1986. Course Design: Developing Programs and Materials for Language Learning.
Cambridge: Cambridge University Press.
Kementrian Pendidikan dan Kebudayaan. 2013a. Peraturan Menteri Pendidikan dan Kebudayaan Republik
Indonesia Nomor 69 Tahun 2013. Jakarta: Departemen Pendidikan dan Kebudayaan.
Kementrian Pendidikan dan Kebudayaan. 2013b. Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Atas
(SMA)/ Madrasah Aliyah. Jakarta: Departemen Pendidikan dan Kebudayaan.
Nation, I. S. P., & Macalister, J. 2010. Language Curriculum Design. New York: Routledge.
Ornstein, A. C., & Levine, D. U. 2008. Foundations of Education. Boston: Houghton Mifflin Company.
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 66 Tahun 2013 tentang Standar Penilaian.
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 71 Tahun 2013 tentang Buku Teks.
Peraturan Pemerintah Nomor 32 Tahun 2013.
Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Biodata
Shirly Rizki Kusumaningrum earned her master degree in English Language Teaching from the Graduate
Program of State University of Malang in 2012. She has experienced presenting at national and international
conferences on English Language Teaching. Currently, she is a doctorate student in English Language Teaching
Program of the School of Graduate Studies of State University of Malang. She can be contacted via e-mail
at shirlyrizki@yahoo.com

70 st
The 61 TEFLIN International Conference, UNS Solo 2014
 CHALLENGES AND RECOMMENDATIONS ON THE IMPLEMENTATION
OF 2013 CURRICULUM

Siti Muniroh
State University of Malang
s.muniroh@gmail.com

Abstract: This study was conducted to see what challenges faced by the teachers in the implementation of 2013
Curriculum and their recommended solution. This study involved 7 SMP teachers in Malang city; one teacher
was assigned as the trainer-teacher and the others were assigned as the target-teachers. The trainer observed the
target teachers by using 5 instruments provided by the government to see how far 2013 Curriculum have been
implemented in the target schools. The instruments were assessment forms to measure the teachers’
understanding toward (1) teacher book and student book, (2) learning process and assessment concept, (3)
development of appropriate lesson plans, (4) the implementation of scientific approach in the teaching and
learning activities, and (5) the implementation of relevant learning assessment. Another data collected was
challenges and recommendation written by the trainer in his report. The result showed that 2013 Curriculum had
been implemented well in the target schools in Malang city, especially for English subject. However, there were
challenges on the target teachers’ lack of understanding on the concept and implementation of scientific
approach and assessment on manner competence. The recommendation was on the continuous comprehensive
training on 2013 Curriculum emphasizing on scientific approach and its appropriate assessment.

Keywords: 2013 Curriculum, challenges, recommendation

Designing curriculum is a complex issue; besides teachers’ skills, students’ present knowledge and
lacks, available time and resources, teaching and learning principles, another factor to consider is environment or
situation (Nation & Macalister, 2010, p.11). Brown (2007) adds that an analysis on educational setting, students’
and teachers’ characteristic, governance course content, assessment and evaluation requirements are important to
considers in a curriculum design. As Nation & Macalister (2010) say that situation is one of impotant aspect to
consider in curriculum design, it is often changed to adjust to its current situation. For example the history of
education curriculum in Indonesia tells us that it has been changed eight times started from 1945 until 2014. In
1945, a curriculum with Grammar Translation method as its approach was used, followed by Oral approach with
Audio lingual method in 1968 and 1975 era. Communicative Approach was used in 1984, until it was changed
into Meaning Based Curriclulum in 1994 (Lie, 2007, p.14). After that, in 2004, Competency Based Curriculum
was used, until 2006 when School Level Curriculum was used. This curriculum, in 2013, was changed to 2013
Curriculum. 2013 Curriculum is said as the refinement of the former curriculum, KTSP, with manner as
additional competence to knowledge and skill competences (Depdikbud, 2014) . In the previous curricula,
manner is not stated explicitly as the target competence, but in the 2013 Curriculum good manner within
religious and social aspects are stated explicitly as the first and the second core competence for all subject
matters.
It is obvious that 2013 Curriculum emphasizes government’s concern on development of student good
behavior. When behavior is connected to English teaching, Harmer (2007a) says that problem behaviors rarely
occurs in successful language classroom. Wadden and McGovern (1991) give examples of behavior problems
such as disruptive talking, inaudible responses, sleeping in class, tardiness and poor attendance, failure to do
homework, cheating in tests and unwillingness to speak in the target language. In tackling such behavior
problem, Brown and McIntyre (1993, p.44) point out an interesting phenomenon that there is teacher
subjectivity, as he says “what is characterized as indiscipline depends on what counts as a well ordered or
disciplined classroom for the individual teacher. To teach students good manner, Harmer (2007a, p.155)
suggested teacher to discuss norms with the students explicitly, since it is not effective just to tell students to
read a set of rules about what is considered to be normal and acceptable behavior. In traditional approach, fear
and threat were used to tackle behavior problem, aiming at discouraging and stopping bad behavior (Scrivener,
2012). However, nowadays, most teachers would turn that approach to be more positive, by encouraging and
maintaining the desired good behavior rather than policing and punishing the negative.
As one of the teacher duties is preparing Lesson Plan, the changing on Curriculum also worries the
teacher. Fortunately the government also conducted training on the implementation on 2013 Curriculum in
which one of the skill taught was about writing relevant Lesson Plan. Planning lesson according to Woodward,
(2001, p.181) brings positive impacts; one of them is that it triggers teachers’ confidence in teaching that affect
on the students’ confidence. Importantly, Harmer (2007b) reminds teachers to be flexible enough to cope with

st
The 61 TEFLIN International Conference, UNS Solo 2014 71
unforeseen events, because they may have to adapt to changing circumstances. Further Harmer says that a lesson
plan is not fixed in stone.
Besides preparing lesson plan, 2013 Curriculum requires teachers to administer authentic assessment.
An example of authentic from Brown (2007, p. 460) is the integration of two or more skills, e.g. listening and
speaking are tested on an interview task. An authentic task in any assessment implies that test taker (or
classroom student) must engage in actual performance of the specified linguistic objective (Ur, 2012). To design
authentic task Brown (2007, p.474) suggests teacher to (1) make sure that the language in the test is as natural
and authentic as possible, (2) try to give language some context, like a storyline, so that items are not just a
string of unrelated language samples, (3) make sure that the task that is familiar for the students. In developing
test, teachers should follow these principles: (1) clear instruction, (2) doable: not too difficult, with no trick
questions, (3) there should be marking criteria (4) interesting content and task to make the test more motivating,
and (5) suitable for varied level (Ur, 2012, p.178).
Next, to implement 2013 Curriculum, the teacher is also expected to facilitate student do self and peer
assessment. Eve, Ur suggests teacher to give opportunity for students to create their own test, as he says
“occasionally let students compose their own test. Student can be told exactly what the teacher intend to test and
then write their own test items, individually or in groups. The teacher then collect these items, correct them if
necessary, and use some or all of them as a basis for the test. This is in itself an excellent review of the test
material and also reduces test anxiety” (Ur, 2012, p.178). In self assessment, the students evaluate their own
performance, using clear criteria and grading system (Ur, 2012, p.169). Ur claims that self assessment is not very
popular, even with students themselves, for summative assessment. Ur also says that here is the problem of
subjectivity. However, for formative purposes, self assessment can be very valuable, since it encourages students
to reflect on and take responsibility for the evaluation of their own learning. It is particularly helpful when it is
combined with teacher assessment and discussed in a tutorial. Brown (2007, p.479) lists a number of advantages
of self and peer assessment: speed, direct involvement of students the encouragement of autonomy, and
increased motivation because of self involvement in the process of learning.
Another aspect related to 2013 Curriculum, is that the teacher book and student book are supplied by
the government, and within the teacher book, there is an information about the suggested way to teach completed
with the core and standard competence to achieve. This facility is provided to ease the teacher in preparing
lesson plan. Harmer (2007, p.181) says that good course books are often attractively presented, they come with
detailed teacher’s guides which not only provide procedures for the lesson in the student’s book, but also offer
suggestions and alternatives, extra activities and resources. Moreover, Hutchinson and Torres (1994) state that
the adoption of a new course book provides a powerful stimulus for methodological development. The response
toward the supplied books open the opportunity for further study, e.g. whether the book is appropriate to be
implemented nationally.
The government monitors the implementation of 2013 Curriculum in each school, through supervision
monitoring and evaluation program. According to Ur (2012, pp.285-286) lesson may be observed for various
reasons, i.e. for appraisal, and for teacher development. In this case lesson observation and evaluation is a source
of learning and development for the observing or observed teacher.
Being assigned as the person in charge to conduct monitoring and evalution toward the implementation
of 2013 Curriculum in junior high school in Malang city, East Java, the researcher is motivated to conduct a
study on the challenges and the solution recommended by the teachers.

Method
This study involved 7 SMP/Junior High School teachers in Malang city; one teacher was assigned by
Diknas as the Trainer Teacher, while the other six teachers were assigned as the target teachers. The trainer
supervised the target teachers when they implemented 2013 Curriculum in their teaching. The instruments were
identification form to measure teacher’s understanding toward (1) teacher book and student book, (2) learning
process and assessment, (3) development of lesson plans, (4) the implementation of teaching and learning
activities based on scientific approach, and (5) the implementation of learning assessment. The score on the five
aspects was in percentage (0-100%). In addition to the five instruments, the trainer teacher wrote reports that
contain the challenges they faced followed by his relevant recommendations.
The trainer teacher submitted his report with filled instruments attached to the researcher who was
assigned by Dirjen PSMP as the Person In Charge in the Monitoring and Evaluation Program. The data analysis
on all the data gained from all the five instruments were done by grouping the data based on the instruments.
First, the researcher tabulated the percentage based on the kind of instrument and counted the average score for
each question, then tabulated the average score. Meanwhile, the data about the challenges and recommendation
is summarized and reported descriptively.

72 st
The 61 TEFLIN International Conference, UNS Solo 2014
Findings
The finding from the five instruments are described as follow.
(1) Understanding toward teacher book and student book
The finding showed that the target teachers were able to show good understanding on teacher book, the
score for this point was 94%. Their understanding on the functional relation between the teacher book and
student textbook in the learning process received score 94%. In regard to their understanding on the student
book, the target teachers were able to show that they understand the substance of the book and this point
received score 94%; their understanding on the learning activities, sources, media/tool, and competence to
develop was scored 96%. Overall, the results for this aspect were very good

(2) Understanding toward learning process and assessment

The result showed that the target teachers’ understanding on the concept of scientific approach was
89%, while their ability in implementing the scientific method was 89%. In the aspect of assessment, the target
teachers’ understanding on the concept of assessment was 84%, while the ability to implement the assessment
concept received score 92%. In general, the results showed that the target teachers were able to show their good
understanding toward the process of learning and assessment on the basis of scientific approach.

(3)Ability in lesson plan development

The result of this instrument showed that the target teachers were able to write complete identity on
their lesson plans, hence the score for this point was 100%. The score for their ability to determine appropriate
indicator was 100%, whereas the score for the ability to determine learning objectives was 97%. In addition, the
score for their ability to choose relevant material was 100%, and the score for their ability to choose and use
learning source was 97%. Their ability to choose and use media was scored 97%; their ability to design learning
activities relevant to scientific approach was scored 96%, and their score on ability to design assessment on
manner, knowledge and skill was 88%. In short, the target teachers were able to show very good ability in
designing appropriate lesson plan.

(4) Ability to implement scientific approach in teaching and learning activities

Based on the observation on the teaching and learning process, in the opening session, most of the
target teachers did apperception, motivation and delivering the objective; the score for this point was 91%. For
the main activities, the score for the target teachers to master the teaching material was 94%, the ability to
implement educative learning strategy was scored 93%, the ability to implement scientific approach in learning
was 90%, the ability to implement integrated learning on science/social science was 0%. This is because the
trainer teacher assumed that question in the instrument was aimed for social studies and science only, and it was
not relevant for English subject. Meanwhile the score for the ability to use the learning source/learning media
was 90%; the score for the ability to involve learners in the learning activities is 92%, and the ability to use
appropriate language was 98%. For the closing activities, the score of the target teachers in implementing closing
procedure was 89%. To sum up, the results showed that except for the point of integrated science/social science
learning, the target teachers were able to show very good ability in implementing the teaching and learning
process based on Curriculum 2013.

(5)Ability to implement relevant learning assessment.

The result from this instrument was that the score on the aspects of conducting assessment on manner
was 88%, knowledge competence was scored 87%, and skill competence was scored 90%. Meanwhile, the score
on the aspect of facilitating peer assessment is 83%. Precisely, the teachers showed adequate ability in
performing relevant assessment.

Challenges
The challenges faced by the English target teachers were on assessment, especially on social and
religious manner. There were too many aspects to assess, too many students within a class (between 30-40)
while the time was limited. In writing the lesson plan, some variables have not been covered i.e. material for
enrichment, material for remedial, and the teacher did not connect the competence in English with competence in
another subject matters. In addition, they lacked of ability to write a good test and not all teachers attached the
answer key for the test. Whereas in the teaching and learning process, the target teacher have not conducted
reflection, test, collected students’ work as portfolio. In the assessment implementation, the target teachers have
not conducted thorough assessment on manner, the assessment was not well documented, the scoring rubric was
not attached, and there was none doing student self-assessment.

st
The 61 TEFLIN International Conference, UNS Solo 2014 73
Recommendations
The recommendation was addressed to the Dirjen PSMP to issue certificate of supervision program for
the trainer teachers so that they feel more confident in training for the other teachers related to 2013 Curriculum.

Discussions
Based on the finding discussed previously, the target teachers were able to show good understanding on
the teacher book & student book. By understanding the content and functional relation between teacher book and
student book, it is expected that both the teachers and students can credits on the books which are provided by
the government. Harmer (2007a, p.181) points out that good coursebook benefits the teacher in the way it
provides procedures for the lesson in the student’s book. Another credit of using coursebook is noted by
Hutchinson and Torres (1994) who state that the adoption of a new coursebook provides a powerful stimulus for
methodological development. In the mean context, the use of teacher book and student book could be powerful
stimulus for scientific approach implementation.
However, the nature that government instructs teachers to use teacher and student book nationally
should be treated critically. The teacher does not need to use the content of the book that are not relevant to the
students’ need and target competence. Scrivener (2012, p. 260) says that one constraint that may hold teachers
back from using a course book creatively in class is the feeling that the school or department or education
ministry requires them to cover the book or complete the syllabus.
The results also showed that that there was a gap between the result on teachers’ understanding the
concept of learning and assessment on the basis on scientific approach and the result of observation on the
teaching and learning activities. Generally the teachers have understood the concept of scientific approach, but
they have difficulties in implementing scientific approach completely in the real teaching. Basically the teachers
have already implemented scientific approach in the teaching and learning activities, but they lack of steps on
observing and questioning. Also, they understand the concept of learning assessment, but the result of
observation on the teaching and learning process reveal their difficulty in performing assessment on manner
competence, peer assessment and self assessment. Even the teacher failed to show their ability to develop
instrument in manner competence. Related to self and peer assessment, Brown (2007, p.479) lists a number of
their advantages: speed, direct involvement of students encourages them to develop autonomy, and increase their
motivation because of self involvement in the process of learning.
The finding related the teacher’s ability in designing lesson plan show that some variables were not
covered, i.e. material for reinforcement, enrichment, and remedial teaching. Moreover, the steps of scientific
approach has not been written completely; they showed lack ability to formulate indicator form basic
competence. Though lesson plan can be understood as proposal of action (Harmer, 2007a) in teaching, according
to Woodward, (2001, p.181) it brings credits on the teachers’ confidence in teaching that impact on the students’
confidence, easiness in organizing time and activity, help teacher to answer students’ question, ensure coverage
of the course and develop personal style in teaching. Meanwhile, it also have its drawback such as wasting time
since it may be irrelevant or unsuitable, inflexibility if it is too detail, and if the planning is written down for an
observer or examiner who has set ideas about what should be covered and how, rather than an understanding of
the language students or the teacher’s development, the result is a display lesson with attached documentation
rather than a learning even prompted by a useful working document (Woodward, 2001). This is supported by
statement from Harmer (2007a) who says that lesson plan is a proposal of action, rather than a lesson blueprint
to be followed slavishly. Once the teacher put proposal for action into action, all sorts of things might happen,
quite a few of which he might not anticipated. Classrooms are dynamic environments and a lesson is an
interactive event in which people react with each other and with the language. In normal teaching a teacher may
modify proposal for action once a lesson is taking place (Harmer, 2007a). Harmer (2007b) also points out that
good teachers need to be flexible enough to cope with unforeseen events, because a lesson plan is not fixed in
stone. In short, though lesson plan does not always work as it planned, the teachers’ understanding on designing
appropriate lesson plan on the basis of 2013 Curriculum need to be reinforced.
Meanwhile, the finding from the observation on the learning activities showed that teachers still
dominated the class activities; they did not explain the benefit of learning the current material; they did not do
reflection in the end of the lesson, did not perform assessment on manner, did not collect students’ work as
portfolio, and did not master the teaching material well. Related to the teacher performance in closing stage,
Scrivener (2012, p. 285) proposes a good way to close a lesson by initiating learner reflection on what they have
studied and what they have learnt. This could be done in a board sentence e.g. by writing the most difficult thing
in today’s lesson is…,(student need to finish this sentence), quick individual reflection by asking students to
look back over the course book pages and make a note of one important thing they have learnt and will try to
remember from this lesson, pair or group buzz by make students work in pair to answer a series of question as
quickly as possible, and pair/group letter to absent students by writing a short summary of the lesson for the
absent students.

74 st
The 61 TEFLIN International Conference, UNS Solo 2014
 At last, the finding on the aspect of assessment show that the teachers had difficulty in performing
assessment on manner, this could be seen that the assessment conducted by the target teachers were not well
documented. Besides, they did not facilitate students to do self assessment and peer assessment. Probably the
teachers were not familiar yet with these two ways of assessment. Ur (2012, p.169) says that in self assessment,
the students evaluate their own performance, using clear criteria and grading system. Ur also says that self
assessment is not very popular, even with students themselves, for summative assessment, and again there is the
problem of subjectivity. However, for formative purposes, self assessment can be very valuable, since it
encourages students to reflect on and take responsibility for the evaluation of their own learning. It is particularly
helpful when it is combined with teacher assessment and discussed in a tutorial. Therefore, most of the trainer
teachers recommended an in depth training on 2013 Curriculum to reinforce teachers’ understanding on
scientific approach and authentic assessment on the aspect of manner through self and peer assessment.

Conclusions and Suggestions

Through monitoring and evaluation on the supervision program of 2013 Curriculum implementation in
the target schools, the researcher concluded that it run well. However, there were challenges on the teachers’
understanding on scientific approach, which should be manifested on effective teaching and learning activities.
Another challenge faced by the teachers was on performing assessment in the aspect of manner competence, and
facilitating students to undertake peer assessment, and self-assessment. To help teachers tackle the challenges,
the recommendation from the trainer teachers are that the government conduct sustainable and in depth training
on 2013 Curriculum to improve the quality of the future implementation.
The suggestion for the teacher in general is to be critical in implementing what they have learned in the
training about 2013 Curriculum implementation. Seeking further information about teaching pedagogy from the
experts, join professional conferences, and do reading on relevant resources will help teachers understand better
the challenges faced to formulate creative solution. Further researcher can conduct research on challenges faced
by teacher in implementing 2013 Curriculum in different setting such as in rural areas, to see whether the
challenges faced in city and rural area is typical.

References
Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York,
America: Pearson Longman.
Brown, S & McIntyre, D. (1993). Making sense of teaching. Philadelphia, America: Open University Press
Blok, D. 1991. Some thought on DIY material design. ELT Journal 45(3)
Depdikbud/Ministry of Education and Culture. (2014). Materi pelatihan guru: Implementasi Kurikulum 2014.
Jakarta, Indonesia: Author
Harmer, J. (2007a). The practice of English language teaching (4th ed). Essex, England: Pearson Education
Limited
Harmer, J. (2007b). How to teach English (eds). Essex, England: Pearson Longman
Hutchinson, T & Torres, E. (1994). The textbook as agent of change. ELT Journal 48(4)
Lie. A. (2007). Education policy and EFL curriculum in Indonesia: Between commitment to competence and
the quest for History of curriculum. TEFLIN Journal 18(1), 1-14
Nation, I.S.P & Macalister, J. (2010). Language curriculum design. New York, America: Routledge
Scrivener, J. (2012). Classroom management techniques. Cambridge, England: Cambridge University Press
Thornbury,S. & Meddings, L. (2001). Coursebooks: the roaring in the chimney. Modern English Teacher ,10(3)
Ur, P. (2012). A course in English language teaching. Cambridge, England: Cambridge University Press
Wadden, P & McGovern, S. (1991). The quandary of negative class participation : coming to terms with
misbehavior in the language classroom, ELT Journal, 60(2)
Woodward, T. (2001). Planning lesson and courses: Designing sequences of work for the language classroom.
Edinburg, England: Cambridge University Press

Biodata
Siti Muniroh is a faculty member of English Department, State University of Malang (UM). She earned her
Bachelor of Education in English from UM in 2001, and accomplished her Master of Arts in Applied Linguistics
in 2007 from The University of Queensland, Australia. Her research interest is about critical literature and
English Language Teaching, including the development of curriculum. She can be contacted at
s.muniroh@gmail.com

st
The 61 TEFLIN International Conference, UNS Solo 2014 75
 A COGNITIVE LINGUISTIC ANALYSIS OF “DREAM” METAPHORS
IN BASIC READING I COURSE

Truly Almendo Pasaribu

Universitas Sanata Dharma
tr.almendo@gmail.com

Abstract: this study aims at analyzing conceptual metaphors of dream found in the poems written by the 1st
semester students of Universitas Sanata Dharma. It is conducted to find out how metaphors conceptualize the
concept of dream. The data of the research are taken from poems written by 26 students in Basic Reading I. In
elaborating the metaphors, this paper considers Cognitive Linguistics as the most suitable approach because it
deals not only with language, but also its relation to human conceptualization. The result shows that such an
abstract concept as dream is conceptualized by various type of conceptual metaphors. The major point to take
away from this research is that metaphors present how students conceptualize the more complicated concept of
dream in terms of other domains, such as force, journey, beautiful objects, animals, and light. Dream which is in
the realm of abstract concept is understood in terms of other concepts which are closer to human physical
experience. Through cognitive linguistic analysis, different metaphors of dream present various shades of this
concept.

Keywords: metaphors, dream, poem, cognitive linguistic

Introduction
In everyday communication, we talk with metaphors to understand better about certain concept, such as
emotions and thoughts. Recent Cognitive Linguistic studies have shown that metaphor is not merely an ornament
of language. Metaphor reflects how people think as it comprises domain mappings in the conceptual system
(Balaban, 1999; Ibarretxe-$QWXĖDQX/DNRII/DNRII -RKQVRQ Metaphors, both in written
and spoken form, allow us to see how we process our thoughts and reasoning.
Metaphors are pervasive not only in spoken language, but also in written texts. First year students in
Basic Reading II are exposed by metaphors in variety of reading materials. It is necessary that they learn how
abundant metaphors they live by. They learn metaphors not only by analyzing it, but also by creating their own
metaphors in the form of poems. They are given examples of poem containing metaphors.
It is interesting to see how the students conceptualize their abstract thoughts about their future,
particularly their dream or desire in the future. When we are talking about dream we are talking about abstract
things. The students are challenged to express their ideas or feelings about dream in poems. Because our
language is conceptually strucutured (Lakoff & Johnson, 1980:5), we can find variety of metaphors that reflect
the process of their thoughts.
Various scientific works are dedicated in analyzing metaphor. It has provoked philosophers,
psychologists, and linguists to examine deeper about the relation of metaphors and mind. Wahab (1991:65) states
that in creating metaphors, the writer is influenced greatly by its environment. He analyzes Javanese metaphor
for his dissertation. He finds that metaphors are scattered almost in every aspect of Javanese culture..
Furthermore, Lakoff and Johnson (1980) introduce cognitive linguistic approach to understand metaphor.
Through the framework of the mentioned cognitive linguistic analysis, the question addressed in this
research is “how do the students of Basic Reading II conceptualize their dream through the use of metaphors?”
To achieve this goal in mind, this paper is divided into several sections. Following the introduction is the
theoretical framework of metaphors from the Cognitive Linguistics perspective. Based on this theory, the student
generated metaphors are elaborated and categorized based on their domain-mapping. This reflects students’
creativity, perspectives and belief system of their dream or aspiration.

Theoretical Framework
A brief review of conceptual metaphors as effective means of interpreting the metaphorical expression of dream,
are given below.

Conceptual Metaphor Theory

From a perspective of cognitive linguistics, most of our concepts are abstract concepts like time,
emotions, communication, minds, and ideas. These abstract concepts are defined metaphorically in more
concrete concepts like space, motion, food, objects, etc. In other sense, metaphor is a way of saying one concept

76 st
The 61 TEFLIN International Conference, UNS Solo 2014
in terms of another. In this paper, conceptual metaphors are written in capital letter: TARGET DOMAIN IS
SOURCE DOMAIN.
Metaphor consists of a source domain and a target domain. The mapping is typically partial. It maps the
structure in the source domain onto a corresponding structure in the target domain (Lakoff, 1987:288). This
statement is in line with Kövecses (2010) who states that a conceptual metaphor consists of two conceptual
domains, in which one domain is understood in terms of another (2010:4). Source domain is the domain which
provides structure by virtue of metaphor. This is achieved by cross-domain mappings projecting structure from
the source domain onto the target domain thus establishing a conventional link at the conceptual level. (Evans
2007:202). On the other hand, target domain is the domain being structured by virtue of metaphor. This is
achieved due to cross-domain mappings projecting structure from the source domain onto the target domain thus
establishing a conventional link at the conceptual level (Evans 2007:210). In other words, the source domain is
the one from which we draw metaphorical linguistic expressions to understand another conceptual domain,
called the target domain.
Lakoff and Johnson famous example of metaphorical concept ARGUMENT IS WAR explains how
human thought processes are largely metaphorical (Lakoff, 1980:6). Metaphor allows us to understand a
relatively abstract or inherently unstructured subject matter, for example “argument”, in terms of a more
concrete, or at least a more highly structured subject matter, for example “war”. We are able to create metaphor
like this because there are metaphors in our conceptual system. In this paper, when we say ARGUMENT IS
WAR, we are talking about the conceptual metaphor. In this case, ARGUMENT is the target domain and WAR
is the source domain. Within the theoretical framework of Conceptual Metaphor Theory, this paper elaborates
various metaphorical expressions underlying such an abstract concept as the DREAM concept.

Findings And Discussion

Dream is a Journey
When we talk about journey, we have path, process, movement, and destination. Semantically analyzed, the
word “dream” does have this scheme. But dream is structured in the domain of journey. It would be difficult to
express the path, progress, destination aspects of dream without making use of the journey domain. The
examples of metaphorical representation of dream can be see below:
(1) Dream is like a long journey
Need a strong wind to keep it up
(2) When I’m still so far//I imagine a wonderful place
Then I go ahead//I got so far.
(3) Dream is a crossroads to destiny//It depends to our choice
What path that we choose//Describe who we really are
(4) A goal that I want//Stretched a long shadow
Continue walking the road,
From four poems here, we can see how dream is associated with journey. Dream has distance shown in
(1) and (2), dream is crossroad (3) and road (4). Journey and dream are exactly two different kinds of entities and
two different kinds of action. But DREAM is partially structured, understood and performed about in terms of
JOURNEY as revealed by the metaphorical linguistic expressions.

Dream is a Tool
Human beings use tools to help them do various things. Tools, such as key, watch, screw, serve as common
metaphorical source domains. When talking about key, we talk about rooms and keys. In the dream metaphors,
we can find several students associating the particular concept with key.
(5) Dream is a key for us to conquer the world//Make your dream come true
(6) Dream is a key to fight in the poor world//The golden key to reach bright future
(7) My dream is a padlock//I’ll try to open it with my broken key
(8) A dream is our key to success//Believe, try hard, pray//And make it happened
Key is a tool used to open a door. Door is an object that is used to close the entrance of something such as a
room or building. In this case, key is used in the domain of dream to enter to success, bright future, and the
world.

Dream is a Shining Object

Light and darkness are basic human experiences. The properties of light and darknes often appear as weather
conditions when we speak and think metaphorically.
(9) Dream is like a star//That always shines so bright
(10) Dream is like a candle//It can give us light

st
The 61 TEFLIN International Conference, UNS Solo 2014 77
 Light is something perceivable by human beings. This property is used to understand metaphors as
clearly stated in examples 9 – 10. The students understand and experience love in terms of light that comes from
sources like the light of star reflected from the sun and candle. The examples show that love shines to enlighten
the darkness. The concept is metaphorically structured because light gives us a clue about how we experience
love.

Dream is a Location
A change of location is associated with direction: forward and backward, up and down. We can find
from poems created by the students associating dream with location.
(11) Dream is like a mountain peak//We can reach it//But it depends on our faith
(12) There’s no dream is too high//All you need is to try hard
(13) Dream is a hill//When you decide to climb it//Don’t fall or give up
(14) When I’m still so far//I imagine a wonderful place//Then I go ahead

It is interesting to notice that the students associate dream with high place (12) and (13), specifically like
mountain peak (11) and hill (14). They also see dream as a wonderful place that motivates the student to move.
In other words, when they are talking about dream, they structure it with location, where there is direction (up
and down) and movement (ahead and climb)

Dream is an Animal
The domain of animals is an extremely productive source domain. Human beings are especially
frequently understood in terms of properties of animals. But the metaphorical use of animal terms is not limited
to human beings, as shown in the examples below:
(15) Dream is flying freely//High in the sky
Grab your dream//There will be happiness inside
(16) You can’t keep a bird on the ground//It must fly and soar far away
Just like a dream//It must be set free to fly high beyond the sky.
(17) Dream is like a porcupine//It is a cute animal
That always makes me want to touch it//But it has a lot of quills hurting you
From the poems above we can see that dream is compared with flying animals, specifically bird. It has the
properties of flying beyond the sky. It is related to dream being associated with height. It is also interesting to see
that dream also associated with porcupine (17).

Dream is a Part of Human Body

The human body is an ideal source domain, since we believe we know it well. The aspects that are
especially utilized in metaphorical comprehension involve various parts of the body, including the head, face,
legs, hands, back, heart, bones, shoulders, and others like:
(18) Life without dream//It’s like a blind man//Who chase the sun
(19) Dream is like our heart//Keep on beating and beating
Never tired to beat//We will die, if our heart stopped to beat
In example (18) dream is compared to sight, which is the ability to see by using eyes. Example (19) shows that
dream is a very vital part of our body. The students want to emphasize the importantance of dream in their life
by mapping dream with vital parts of our body.

Dream is a Learning Materials

The students have been involved in the academic world for years. The concept of learning is so close to
them that it appears as the source domain to express dream.
(20) Dream is like chemistry//Sometimes it looks complex
But if we try more and more//It turned out to be exciting
Example (20) shows that dream is compared to a learning material, particularly chemistry. That dream is
complex to be understood, but from this expression they find both dream and chemistry enjoyable.

Dream is War
We can find many domains of war in metaphors because it shows human’s struggle and conflict. War metaphors
have become an indispensable part of the English language. It is widely use by ordinary people in everyday
language. In this case we can see how dream is represented in the domain of war.
(21) Dream is a time-bomb//When you turn it on
It will explode//Sooner or later
(22) I’ll keep fighting until the dawn is breaking.//Keep on dreaming

78 st
The 61 TEFLIN International Conference, UNS Solo 2014
 (23) Giving up is just a tiny enemy, kill it!
Take your bow and arrow//Point to your target
It’s not I “haven’t”//It’s just I “haven’t yet”
The poems show that dream is associeated with time bomb (21), fight (22), and target (23). These terms can be
found not only in the domain of war, but we can also understand the concept of dream from this domain.It shows
that people are likely to draw upon experiences in one area of life to understand experiences in another.

Dream is a Valuable Object

In this conceptual metaphor, dream is associated with something valuable. Valuable objects can be in the form of
treasure or gold. In the process of metaphorical representation, the dream concept, which is in the abstract
realm, is structured in the concrete domain of a valuable object, which is more concrete to the speaker:
(24) I will keep my dream, my treasure//
I am going to catch my dream, my pleasure.
(25) Heart is gold for us//Valuable and useful//Like a dream is a part of our life
Although they are different kinds of thing, DREAM is partially understood in terms of VALUABLE OBJECT.
The concept is metaphorically structured that dream is valuable and concrete. When an object is considered
valuable, it is considered important to their life. In this case, example (24) shows that dream is compared to
treasure. Something hidden, but can give you satisfaction. Example (25) is comparing dream with heart and gold.
It shows that dream is very important. The function and action of love is understood in experiencing the valuable
possesion.

Dream is Force
We experience various type of forces in our daily life, such as physical, gravitational, electric,
mechanical. We are affected by this forces in various ways. Kovecses mentions that forces take many shapes in
the physical world: waves, wind, storm, fire, and agents pushing, pulling, driving, sending another thing. These
forces effect various changes in the thing acted on. There are as many different effects as there are different
forces. The metaphorical conceptualization of several abstract domains in terms of forces is also reflected in the
dream metaphors created by the students below:
(26) Dream is like a wind//We can’t see it//But we can feel it
(27) My dream //It brings ambition//It keeps my aspiration
Dream here brings effects, aspirates and gives us energy. Dream forces to produce effect of energy in our live.
From these examples, we can see that the concept of DREAM is delivered by the concept of FORCE. Force is
something that moves us, just as what the students understand and feel about dream.

Conclusion
In brief, metaphors present how people conceptualize the more complicated concept of dream in terms
of another concept, specifically concrete concepts which are experienced physically by the speakers. We have
seen based on Cognitive Linguistic analysis that different metaphors of dream present different aspects of this
feeling. The research into the structure of this concept could be expanded further, especially with regard to other
source domains and mapping. The application of Cognitive Lingusitics demonstrates how conceptual metaphor
is effective in analyzing how students’ experience is used to understand another concept, such as dream.

References
Evans, Vyvyan. and Melanie Green. 2006. Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh
University Press.
Kovecses, Zoltan. 2010. Metaphor: A Practical Introduction. 2nd ed. Oxford: Oxford University Press.
Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago: University of Chicago Press.
Lakoff, George. 1993. “The Contemporary Theory of Metaphor”. In Ortony, Andrwe. 1993. Metaphor and
Thought. Cambridge: Cambridge University Press.
Wahab, Abdul. 1991. Kesemestaan Metafora Jawa. Dalam Isu Linguistik Pengajaran Bahasa dan Sastra. In Isu
Linguistik Pengajaran Bahasa dan Sastra. Surabaya: Airlangga University Press.
Wijana, I Dewa Putu. 2010. Pengantar Semantik Bahasa Indonesia. Yogyakarta: Pustaka Pelajar.

st
The 61 TEFLIN International Conference, UNS Solo 2014 79
 NEEDS ANALYSIS FOR DEVELOPING SUPPLEMENTARY READING MATERIALS OF
AUTOMOTIVE STUDENTS OF VOCATIONAL HIGH SCHOOL

Alfiyati
SMK Negeri 1 Wonorejo Pasuruan
Jl. PP Terpadu Al Yasini Kluwut, Wonorejo, Kab. Pasuruan, East Java
alfiyati09@yahoo.com

Tety Mariana
SMK Tamansiswa 2 Probolinggo
Jl. Dr. Saleh 3 Probolinggo, East Java
tetymariana9@gmail.com

Abstract: the purpose of this study is to investigate the needs of reading skills required for developing
supplementary reading materials for Automotive Department of Vocational High School based on the latest
Indonesian 2013 curriculum. This study explored the difficulties faced by the students in reading comprehension
for the automotive students of SMK Negeri 1 Wonorejo, Pasuruan, East Java. The study was based on the three
main components of exploring the language needs: TSA (Target Situation Analysis), PSA (Present Situation
Analysis) and LSA (Learning Situation Analysis). The subjects of the study were seventy automotive department
students in the third semester of SMK Negeri 1 Wonorejo, Pasuruan, East Java. The instruments used for the
data collection were questionnaires. The study shows that the reading skills needed by the students for academic
purposes and will be the major consideration in designing supplementary reading materials for the second
graders of automotive department since there are still limited sources of reading materials designed for
vocational high school students based on 2013 curriculum. It is also suggested that the finding of the study will
be used for designing supplementary reading materials that in line with the target needs of the second graders of
automotive department of vocational high school to develop their reading skills in studying English for a certain
department in vocational high school.

Keywords: EAP, needs analysis, reading skills, automotive department, vocational high school

Introduction
A vocational school is a school in which the students are taught the skills needed to perform a particular
job. Vocational students need to be prepared to enter the working world after they graduate and should have
some special abilities to support their knowledge. The competition to get the job as advertised in many job
vacancies stated that English is required in term of fluency in written and as well as spoken forms. So the
vocational high school students should be able to perform their English competence; General English (GE) as
well as English for Specific Purpose (ESP). GE offers a blend of different language skills and the topics that are
chosen from all range of sources, and based on the selection of the content more on students’ interests rather
than an early identifiable students’ needs. The broad materials are still used. In ESP, the materials are chosen by
the goals of learning.
The purposes of this study were to identify the needs and demands of the students of SMK Negeri 1
Wonorejo, majoring in automotive in improving their skills in reading comprehension. To do so the study
investigated: 1) What types of problems engineering students face in improving their proficiency in English in
reading. 2) What sorts of teaching aids they demand from their ESP instructors. 3) What types of materials they
think their reading course should include.
This study investigated the specific reading skills and activities automotive students may require for
effective reading comprehension in the present time. Since the English course is taught integrated among the
four language skills particular focus was given on English reading proficiency. Accordingly, this research
examined the subjects’ needs and demands, existing facilities they may benefit from and the facilities they would
like to have for developing their proficiency in the said areas. This study attempts to examine the English
language needs of the vocational high school students in reading skills in the field of automotive at SMK Negeri
1 Wonorejo Pasuruan, East Java . The study specifically looks into the difficulties encountered by the students in
reading in English language.
This study is limited to the opinions of the subjects who responded to the constructed questionnaire and
focuses only on English proficiency in reading comprehension. Since this investigation was conducted with an
aim to improving the reading skills and developing the reading materials based on the latest curriculum in
Indonesia. It is hoped that it will benefit the automotive students greatly in their present reading comprehension

80 st
The 61 TEFLIN International Conference, UNS Solo 2014
since it is a big problem for them in the final exam. It will also be of assistance to the teachers in developing a
learner-centered materials and delivering instructions accordingly. Furthermore, it will guide the vocational high
school of automotive to realize the needs for reorganizing the current facilities for English subject in terms of
the learners’ needs and demands.

Needs Analysis in Language Teaching

The term “analysis of needs” was originated by Dr. Michael Philip West (1888 – 1973), who was an
English language teacher and researcher working extensively in India in the mid-1900s. He asked why learners
should learn English and how they should learn English. His answer was that the learners should learn English
through reading and the purpose of learning English was to read. The concept of needs analysis was developed
EHFDXVHRIWKHZRUNVRIWKH&RXQFLORI(XURSHDQGZRUNVLQ(63(QJOLVKIRU6SHFLDOSXUSRVHVLQெV

1. Target Situation Analysis

The Target-Situation Analysis model started with Munby’s (1978) model of the Communication Needs
Process. This model contains a detailed set of procedures for discovering target situation needs. It is based on
analyzing language communication in the target situation in order to provide a communicative needs profile for a
specified group of learners.

2. Present Situation Analysis

The second major model in needs analysis is the Present-Situation Analysis proposed by Richterich and
Chancerel (1980). In this approach the information to define needs is drawn from a wide range of sources: the
students, the teaching establishment, and the place of work (Jordan 1997). Since the sources of data collection
are multiple, this model provides detailed guidelines and techniques about the kind of information to be
included.

3. Learning Situation Analysis

Learning Situation Analysis (LSA) includes subjective, felt and process-oriented needs (Dudley-Evans &
St. John 1998, p.124). LSA also refers to what learners want to learn. Dudley-Evans and St. John (1998) stated
that LSA refers to effective ways of learning the skills and language. According to them, LSA also refers to why
learners want to learn.

Reading Skills
Students must have ideas about reading skills and sub-skills. Jordan (1997) suggests these reading skills
and sub-skills for academic reading aspect: 1) prediction, 2) skimming, 3) scanning, 4) distinguishing between
factual and non-factual information, 5) distinguishing between important and less important items, 6)
distinguishing between relevant and irrelevant information, 7) drawing inferences and conclusions, 8) deducing
unknown words, 9) understanding graphic presentation, 10) understanding text organization and
linguistic/semantic aspects (e.g. relationship between and within sentences –cohesion and recognizing
discourse/semantic markers and their function). Blanchard and Root (2005) suggest some important reading
skills. They are: 1) Identifying subject matter/topic, 2) Identifying main ideas ,3) Identifying supporting
details, 4) Distinguishing facts from opinions, 5) Recognizing sequence in sentences

Research Methodology
Research Design
The study, a descriptive study, was a small-scale research. The study was based on available sampling
under the non-probability sampling strategy. The study used a questionnaire, which was designed by the
researchers as a needs assessment instrument.

Subjects
The subjects, chosen for the purpose of conducting needs analysis study, were 70 students, studying at
SMK Negeri 1 Wonorejo, majoring in automotive in the year of 2013 (semester 2 grade XI in 2013-2014 year).
The N (total) population of eleventh automotive students was 144 students. 70 students of the eleven grade in the
first semester were chosen for this research. The rationale was that these students of automotive department had
been exposed to the academic program for one year of their academic program while the duration of their
program was three years and they might identify the English language needs of their automotive discipline for
academic purposes. Therefore, they were able to provide feedback on which aspects of language they needed for
their academic purposes.

st
The 61 TEFLIN International Conference, UNS Solo 2014 81
Data collection
The method, which was employed in the research to collect data, was a survey questionnaire. The
questionnaire was designed to reveal the target information based on the objectives of the study. The
questionnaire consisted of three sections, each designed for a specific purpose. In section one, the questions
sought to elicit information on students’ experience about teaching and learning process they have. In section
two (Academic Reading Needs), the questions sought to investigate students’ perceived academic reading needs,
learners’ present level of reading skills and the necessity of EL reading for the field of automotive science. In
section three, the questions sought information concerning learners’ difficulties in reading skillks in English
language for the field of automotive science. The questions in all sections were formulated on the basis of TSA
(Target Situation Analysis), PSA (Present Situation Analysis) and LSA (Learning Situation Analysis). and to the
point. The questionnaire was later reviewed by an ESP expert at the university to further validate it.
1. Data Collection Procedures
The data of the study were collected through the distribution of questionnaires. The students’
questionnaires were administered to the automotive students in SMK Nigeria 1 Wonorejo, East Java. The
questionnaires were distributed to the eleventh students during the second semester (2013/2014 academic
year). It took four weeks to carry out data collection.
2. Data Analysis Procedures
The students’ responses in the questionnaires were analyzed using descriptive statistics from the
Statistical Package for Social Sciences (SPSS). Frequency and percentage counts were considered for data
analysis.

Finding and Discussion

Finding
a. The Students’ Present Level of Reading Skills in English based on PSA (Present Situation Analysis)
The results reveal that more than half of the students did not think that they were competent in
reading in English. The findings report that 15 students (21.43%) rated their reading skills in English as
good while 5 (7.14%) students rated their skills as excellent as shown. About 25 of the students (35.71% )
the other hand, rated their reading skills as average while 15 students rated their reading skills as weak.
b. The Importance of Reading Skills in English for Academic Purposes for Accomplishing Reading Tasks
based on TSA (Target Situation Analysis)
Majority of the students (45 students or 64.28%) responded that reading skill in English text books
was uninteresting while only 5 students (7.14%) were undecided (see Table 2). Majority of the students (45
students or 64.28%) responded that reading skills were uninterested for newspaper or magazine articles
while 25 students (35.71%) responded as interested. It is understood here therefore that students of
automotive need to be proficient in reading to understand articles from magazines or newspapers written in
English. A majority of the students (more than 50%) responded that reading skills were interested in
reading literary works such as short stories, poems and song lyrics while the rest were not interested. It is
surprising that all of the students were interesting in reading the articles from the internet.
The majority of the students (55 students or 78.57%) thought that they needed reading skills for the
importance of their own summary or notes in English. Only 13 students (18.57%) did not think the same
while 2 students were undecided to give their opinions. Most of the students (60 students or 85.71%)
thought that reading skills for academic purposes were not important for reading memos and short notes.
Only 5 students responded that reading skills were necessary for reading memos and short notes while 5
students (7.14%) were undecided to respond. A majority of the students (60 students or 85.71%) responded
that reading skills for academic purposes were necessary for reading advertisement written in English. Only
5 students (7.14%) thought that reading skills for academic purposes were unnecessary for reading
advertisement written in English while 5 (7.14%) students were undecided to respond.
c. The Importance of Learning ‘Specific Technical Vocabulary’ for Academic Purposes based on LSA
(Learning Situation Analysis)
A majority of the students (55 students or 78.9%) responded that they needed to learn ‘specific
technical vocabulary’ to improve reading skills in the field of automotive science. Only 5 students (7.14%)
responded that they did not need to learn ‘specific technical vocabulary’, while 10 student (1428%) was
undecided to respond.

Discussion
The findings reveal that the majority of the students faced difficulties in skimming for the gist of the
subject matter written in English. Many of the respondents found difficulties in scanning to extract specific
information of subject matters written in English. Most of the students agreed that they found difficulties in
decoding meaning of the subject matters written in English. This finding is partly similar to the findings of

82 st
The 61 TEFLIN International Conference, UNS Solo 2014
Margaret (2000). In her study, she revealed that international students at an Australian university had poor
critical thinking skills Finally, many students found difficulties in interpreting texts written in English in terms of
specific register. This finding is similar to Grundy’s findings. Grundy (1993) found that most overseas
postgraduate students of science disciplines in a university in UK encountered difficulty in understanding
scientific texts due to lack of scientific vocabulary.

Conclusion and Suggestions

In conclusion, the study revealed the specific reading needs of English language for the vocational high
school students majoring in automotive at SMK Negeri 1 Wonorejo based on the three components of exploring
reading needs: TSA (Target Situation Analysis), PSA (Present Situation Analysis) and LSA (Learning Situation
Analysis). The study also revealed that a majority of the students of automotive discipline found difficulties in
reading skills in English language for academic purposes.
The findings of the study may help the English teachers develop supplementary reading materials for
the automotive students in the context of reading skills for academic purposes, and based on the latest curriculum
which can be confined and specific to the field of automotive discipline of SMKN 1 Wonorejo. The study may
enable the English teachers to make informed decision on the students’ English needs of automotive discipline in
the development of syllabuses and materials. The research may also be beneficial to the students that they can
know their strengths and weaknesses in English language skills, particularly in reading skills. The findings of the
study may help identify students’ weaknesses in reading in English for their major. The English teachers, who
teach general English may benefit from the research as they may be better informed of the reading tasks and
skills in specific English language to teach and focus on the automotive students in vocational high schools.

Bibliography
Ellis, M. and Johnson, C. (1994). Teaching Business English, Oxford: Oxford U. P.
Dudley-Evans, T., & St John, M.J. (1998). Developments in English for specific purposes. Cambridge:
Cambridge University Press.
Grundy, P. (1993). Students’ and supervisors’ perception of the role of English in academic success. In B.M
Blue (Ed.). Language, learning and success: studying through English. Hemel. Hempstead: Phoenix.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge:
Cambridge University Press.
Jordan, R. R. (1997). English for academic purposes: A guide and resources book for teachers. London:
Cambridge University Press.
Margaret, R. (2000). International students, learning environments and perceptions: A case study using the
Delphi Technique. Journal of Higher Education Research & Development, 19, pp. 89-102.
Richards. J.C. (1990). The Language Teaching Matrix, Cambridge: Cambridge U. P.
Robinson, P. (1991). ESP today: A practitioner’s guide. New York: Prentice Hall.

st
The 61 TEFLIN International Conference, UNS Solo 2014 83
 DESIGNING THE ENGLISH TEXTBOOK WITH CULTURAL BASED ACTIVITIES USED FOR
TEACHING “BAHASA INGGRIS I” AT IAIN RADEN FATAH PALEMBANG

Annisa Astrid

Abstract: Fluency in the target language is one of the most important goals of language learners. However,
Fluency does not guarantee perfect communication between the language learner and the native speakers of the
language. There is another factor which influences communication that is culture. In other words, language is a
part of culture and culture is a part of a language. Many linguists strongly suggest that culture should be
integrated into EFL/ESL teaching materials . Therefore, the necessity to develop the textbook used for
teaching English with cultural based activities should be considered. The writer has done the need analysis in
order to to find out the real context of “English I” teaching and learning processes. From the results of the
analysis of syllabus of English Subject, lesson plans made by the lecturers, and the textbooks used for teaching
English I, they showed that the materials in the syllabi and lesson plans still emphasize on discrete-point
teaching, “correctness” in grammatical form and repetition of a range of graded structures, restricted lexis, etc,
and the same results also shown from the materials presented in the textbook. However after analyzing the
questionnaires distributed to 160 students and 15 Lecturers of English subjects, the writer can conclude that the
students and the lecturers have positive attitudes and perceptions to the introductions of Elements of culture in
the materials used for English class activities. From the need analysis, it can be generalized that the development
of the English textbooks especially used for teaching general English classes is badly needed.

Introduction
Fluency in the target language is one of the most important goals of language learners. However,
Fluency does not guarantee perfect communication between the language learner and the native speakers of the
language. There is another factor which influences communication that is culture. In other words, language is a
part of culture and culture is a part of a language. This in line with Brown (2007:65) that mentions language
and culture are intricately interwoven so that one cannot separate the two without losing the significance
of either language or culture. Therefore, besides fluency, an understanding of English culture is necessary in
communication.
Moreover, Scarcella and Oxford (1992:184) say, “to study a language without studying the culture of
the native speakers of the language is a lifeless endeavor”. In other words, the language itself cannot be learned
without an understanding of the cultural context in which it is used. Thus, although language learners are able to
read and speak the target language, it does not guarantee that cultural understanding takes place. Therefore, it is
very necessary to discuss English Culture more intensively in teaching and learning a language especially in EFL
context.
According to McGrath (2002) language learning materials can carry cultural content. (Cortazzi and Jin
1999) mentions that the culture that the materials can attach could represent Source Culture, Target Culture, or
International Target Culture. Source Culture refers to learners’ own culture. Target Culture address to the
culture in which the target language is spoken as first language or mother tongue and International target
culture refers to various cultures in English or non-English speaking countries which use English as an
international language. As a result, to achieve success in second language acquisition, the learners need to learn
the target culture, and the teachers should provide them with materials which focus on both language and
sociocultural components. This would lead to viewing culture as an essential part discussed in the textbook used
for teaching a language.
At IAIN Raden Fatah, English is taught to students of Non English Department. English subject is
divided into three parts of subjects; English I, English II, and English III. Unfortunately, the materials in the
syllabi still emphasizes on discrete-point teaching, “correctness” in grammatical form and repetition of a range
of graded structures, restricted lexis, etc. The lecturers still represent a dominant methodology hindering culture
teaching. On the other words, the teaching culture has lacked a consistent methodology. Hence, an effective
textbook is badly needed where language and culture study are more closely integrated and harmonized than is
commonly the case now.
From the previous explanations, due to the importance of cultural information when learning a language
the writer was interested to do research by having need analysis to see the real context of teaching and learning
processes of English I subject in order to see whether it is necessarily needed to develop learning materials used
for teaching English I based on culture.
The objectives of the study were to find out; (1) how the materials are mandated in syllabus used by
lecturers who usually teaches English I at Tarbiyah Faculty IAIN Raden Fatah Palembang? (2) How the

84 st
The 61 TEFLIN International Conference, UNS Solo 2014
activities were usually arranged in the lesson plans made by the lecturers who usually teach English I at Tarbiyah
Faculty IAIN Raden Fatah Palembang? (3) how the cultural elements are presented in language teaching
materials used for teaching English I subject? and (5) how are the students’ perceptions on English cultural
elements presented in the textbook used

Literature review
The Importance of Incorporating Culture in EFL Classroom
Why is incorporating culture in EFL classroom inevitable? There are at least three fundamental reasons
to answer to this question: First, if language and culture are inseparable then as learners acquire anew language
they will automatically acquire a new culture.The second reason for the inevitability of incorporating cultural
matters into an ESL/ EFL program is the premise that since language and culture are inseparable, language
teaching is culture teaching. Valdes (as cited in Baker, 2003) states: “every language lesson is about something
and that something is cultural. The third reason for the inevitability of incorporating cultural matters into an EFL
program is the fact that the major goal of a foreign language program is the mastery of communicative
competence.

Target Language Culture in EFL

There are some theoretical claims about the necessity of teaching the target language in relation to its
own culture. According to Stewart (1982) as cited in Alptekin, C (1993:140), the target language culture is an
essential feature of every stage of FL learning, and asserts that teaching the formal aspects of the foreign
language while referring to the native culture of the learner is virtually useless.
Nevertheless, there are several problems related to the appropriate approach that can be used. Firstly, it
forms part of the ‘strange paradox’ that, while in mother-tongue teaching what is emphasized is children’s ability
to express themselves, in FL teaching learners are forced to express a culture with which they are barely familiar
(Brumfit, 1980: 95). Secondly, developing a new identity through one’s sudden exposure to the target-language
culture is likely to cause a split between experience and thought, which is conducive to serious socio-
psychological problems affecting the learner’s mental equilibrium negatively.
Another problem concerning the use of target-language elements has to do with the fact that such a
position equates a language with the instances of its native speakers’ uses and usages, thus making them not only
its arbiters of well-formedness and appropriacy but also its sole owners. Yet, according to Paikeday (1985), this
assumption is erroneous, as there are educated as well as naive native speakers. In this light, some non-native
speakers of the language may be more entitled to arbitrating well-formedness and appropriacy than some
putative native speakers.
In conclusion, it should be said that language has no function independently of the social contexts (or
“socially sanctioned contexts,” for that matter) in which it is used. In the case of the English language, which is a
lingua franca, such contexts are numerous. Similarly, the schematic knowledge of the speakers of such contexts
is quite diverse. So, to present English as a language belonging only to its native speakers and its settings is
misleading, as well as a disservice to EFL learners, who are called on to tackle unfamiliar information while
trying to cope with the exigencies of a novel language system. Instead of being confined to a given target-
language culture Alptekin in Hedge and Whitney (Eds.) (1996: 60) mentions that shorn of any insight or critical
perspective, EFL learners should build bridges between the culturally familiar and unfamiliar. Such bridges can
be built, inter alia, ‘through the use of comparisons as techniques of cross-cultural comprehension or the
exploitation of universal concepts of human experience as reference points for the interpretation of unfamiliar
data.

The Role of Textbook in Language Learning.

The textbook and instructional materials are often used by language instructors, for they are considered
essential constituents in EFL classrooms. As Hutchinson and Torrest (1994:315) suggest that the textbook is an
almost universal element of English Language teaching. There will be no teaching-learning seems complete until
it has its relevant textbook.
Sheldon (1988) posits that textbooks do not only represent the visible heart of any English teaching and
learning program but also offer considerable advantages for both students and teachers in ESL/ EFL classroom.
He also points out students often have expectations about using a textbook and believe that published materials
are more systematic and credible that teacher-planned materials.

Method of Research
The method used in this study is qualitative method. According to Creswell (2005:510), a qualitative methods
research design is a procedure for collecting qualitative or phenomena happens in the field or setting of the
reasearch. The writer did the survey to do need analysis by analyzing several documents such as syllabus and

st
The 61 TEFLIN International Conference, UNS Solo 2014 85
lesson plans used for teaching English I, and questionnaires to assess students’ and lecturers’ of English I subject
on the importance of presenting cultural information in learning a language.

Procedure of the Research

The procedure of the study will be done as follows:
a) Need analysis
The writer collected the data qualitatively to find out the real context of Bahasa Inggris I teaching and
learning processes.
1) First, the writer analyzed the syllabus of Bahasa Inggris I subject and all lesson plans made by the
lecturers of that subject to have the information of the objective, indicator and materials demanded for
each meeting.
2) Then, the writer analyzed the textbook that usually by the lecturers to teach Bahasa Inggris I subject to
find out whether there are cultural elements presented in each material in the textbook. Besides, the
writer will also assess the perceptions and thoughts of the lecturers of Bahasa Inggris I class about the
role of culture in teaching and learning a foreign language.
3) Next, the writer measured the students’ perceptions on cultural elements in EFL teaching and learning
processes.
4) Finally, The writer assessed the lecturers’ perceptions on the importance of introducing English cultural
elements in Bahasa Inggris I class.

Findings and Discussion

After analyzing the syllabus used for teaching English I. The writer found out that the materials
mandated in syllabus still focused on grammatical aspects. Eventhough there are some reading passages, there
are not cultural information that probably embedded in that reading passage.
After analyzing the lesson plans made by lecturers who usually teach English I subject, the writer found
out that the activities arranged are still focused on making disconnected sentence, by drilling the rules of
grammar several times. In reading section, the students were asked to translate the text to show the
comprehension level of the students.
In order to answer the third reasearch question on the students’ perceptions and expections on cultural
learning in english I class, the questionnaire responses were analyzed for mean scores, standard deviations and
rank orders to indicate the degree of agreement of their opinion in learning English. There were 16 items. Item 1
till 7 are used to assessed about Students’ opinion about learning English. The results are as follows; From the
results of the questionnaire analysis from item 1 until 7, it can be seen that most students moderately agreed that
they should be informed on the information of English culture and their own culture in terms of culture about
daily livings. Besides, it can be inferred from the questionnaire analysis that it would be interested for students to
discuss on the comparisons and contrasts between English and Indonesian culture about daily living and culture
patterns, such as food, holidays, lifestyles and customs.
Moreover, item 8 till 12 are used to assess students’ opinion about the textbook/ materials used by my
lecturer in teaching English I. The results are as follows;From the results of the questionnaire, it can be seen that
the students feel that they only got the linguistics aspects when they were studying English I in the classroom,
they also believed that they never had the information on English cultural elements while they were studying that
language.
Then, item 13 to 16 are used to measure students’ opinion on their confidence to talk with native
speakers of English. The results are as follows;From the results of the analysis of item 13 to item 16 it can be
seen that most students felt unconfidence if they are asked to talk to people from other countries since they have
lack linguistics ability and cultural information on the language.
To examine the expectation of students regarding what categories of culture should be presented in their
textbooks, the rank order of target culture, students’ own culture, and mixed (both target and student’s own
culture) are presented in this section as follows:According to the rank orders, 80% of students ranked
combination of both culture of English speaking country and Indonesian country as the most preferred culture
which should be included in their textbook. Only culture of English speaking country was ranked second (15%).
Only 5 % of students ranked only culture of Indonesian culture which they expected from the textbook. The
results of this ranking indicated that there must be balanced proportion between the information on target culture
and their own in the textbook.
Finally, Based On the questionnaire given to the lecturers of English, the writer got the information that
commonly the lecturers agreed to have a textbook presented with cultural information in it.

86 st
The 61 TEFLIN International Conference, UNS Solo 2014
Conclusion
After doing need analysis it can be concluded that After analyzing the syllabus used for teaching English I. The
writer found out that the materials mandated in syllabus still focused on grammatical aspects. Eventhough there
are some reading passages, there are not cultural information that probably embedded in that reading passage.
Then, after analyzing the lesson plans made by lecturers who usually teach English I subject, the writer found
out that the activities arranged are still focused on making disconnected sentence, by drilling the rules of
grammar several times. In reading section, the students were asked to translate the text to show the
comprehension level of the students. Finally, the students and the lecturers of English have positive attitude on
the presentation of cultural information in teaching and learning processes. From the need analysis, it can be
generalized that the development of the English textbooks especially used for teaching general English classes is
badly needed.

References
Alptekin, C. (1993). Target Language Culture in EFL Materials. ELT Journal, 47(2), 136–43. Retrieved on Nov, 23
2013 from www.researchgate.net/Target_language_culture
Alptekin, C. (1996). ‘Target-language culture in EFL materials’, in T. Hedge and N. Whitney (Eds). Power,
Pedagogy & Practice. Oxford: Oxford University Press.
Baker, W. (2003). Should Culture be an overt component of EFL Instruction Outside of English Speaking
Countries? The Thai Context. Asian EFL Journal, 5(4). Asian EFL Journal Press. Retrieved on Nov 23,
2013 from http://wwweprints.soton.ac.uk/66500/.
Barani, G. (2006). Culture in EFL/ ESL Settings. Journal of Applied Sciences Research. 1(1). Retrieved on Nov,
23 2013 from www.jbase.org/j/sp/3000209-1000206-pub.pdf.
Bendazzoli, Giancarla Marchi and Gilberto Berrios Escalante. (1992). From Real Life Problems to Research.
English Teaching Forum, 30(1), 16-20
Buttjes, D. (1990). Teaching Foreign Language and Culture: Social Impact and Political Significance. Language
Learning Journal,2, (53-57)
Brown, H.D. (2007). Principles of Language Learning and Teaching (5th ed.). NY: Pearson Education.
Brown, H.D. ( 1994). Principles of Language Learning and Teaching. (4th ed). NY: Prentice Hall Regents.
Brumfit, C. (1980). Problems and Principles in English Teaching. Oxford: Oxford University Press.
Cortazzi, M., and Jin, L. (1999). Cultural mirrors, materials and methods in the EFL classroom. In E.Hinkel
(Ed.), Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.
Creswell, J.W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. (2nd Edition). Upper Saddle River, New Jersey: Pearson
Cunningsworth, A. (1995). Choosing your course book. London: Macmillan.
Hinkel, E. (1999). Culture in Second Language Learning and Teaching. Cambridge: Cambridge University Press
Huberman, A.M., and Miles, M.B. (1992). Qualitative Data Analysis. Beverly Hills, CA: Sage.
Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL Classrooms. The Internet TESL Journal,
10(7). Retrieved on December 1, 2013 from http://iteslj.org/.
Kitao, et al. (1997). Selecting and Developing Teaching/ Learning Materials. The Internet TESL Journal.
Retrieved on Dec 25,2013 from http:/iteslj.org/
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh
University Press.
Paikeday, T. M. (1985). The Native Speaker is Dead! . Toronto and New York: LEXICOGRAPHY, INC.
Retrieved on Nov, 23 2013 from www.paikeday.net/speaker.pdf

st
The 61 TEFLIN International Conference, UNS Solo 2014 87
 DESIGNING AN ESP COURSE: ENGLISH FOR LAW

Ayu Fatmawati
Universitas Islam Kadiri (UNISKA)

Abstract: this study aimed at: (1) describing the teaching of ESP in Law Faculty, (2) describing the students’
response toward the teaching learning of ESP, and (3) describing the materials needed to conduct ESP course.
This is a descriptive qualitative research whis is oriented at exploring the data from the locale naturally. This
research was conducted in UNISKA Kediri. The subject being researched was the students, alumnus and lecturer
there. Instruments use in this study was observational form, interview guide, and questionnaire. Observational
form is used to confirm about the teaching learning of ESP in law faculty. While interview and questionnaire is
used for confirming the students’ response and the materials needed to conduct ESP course. The result of the
data analysis shows: (1) the teaching learning of ESP in law faculty generally was good. (2) the students’
response toward the teaching learning of ESP was good, and (3) the materials needed to conduct ESP course was
speaking ability, reading ability, specific vocabularies related with law like legislation, legal document, criminal
laws, international laws, etc.

Keywords: Designing, ESP course, students’ need

Introduction
Teaching of ESP in some colleges is still not consistent yet. It is proven by the fact that some lecturers
in some colleges still use general English materials in teaching ESP which is not inline with their subject. It is
adverse for the students itself because they cannot get the material needed by them. The problem arises because
there is no the standardized material and syllabi about ESP teaching learning, so the lecturer teach general
English in ESP class. The other reason why ESP cannot be implemented well is the difficulties of designing ESP
course. ESP material has to be designed based on the students’ need. So, it will be different for every
department. Therefore, it is needed to conduct need analysis before designing ESP course.
Kadiri Islamic University offers applied higher education in five areas: Economics, Law, Engineering,
Agriculture, and Teacher training education. Before entering the lecturing, the students complete a general
English course (called language application) which aims at increasing students’ general proficiency in the
language in order to prepare them for the subsequent English for specific purposes course. As for the courses
content in language application, the lecturers are only provided with very broad guidelines and are asked to
produce their own syllabi. There are no difficulties with teaching and producing syllabi for general English, as
this is exactly what teacher training prepares teachers for. However, as far as ESP courses are concerned,
lecturers are left to their own devises. It has been known that designing ESP syllabus is not as easy as designing
general English course. This brief explanation implies that the key stage in an ESP syllabus design is needs
analysis.
ESP is not a new trend in English teaching practices. Some experts has documented that the 1960s can
be regarded as the momentous onset for the development of ESP (Hutchinson and Water, 1987: 6). The prior
discussing topic of ESP is generally related with the specificity of disciplines or area of study and professions or
occupations. An interesting classification is offered by Robinson (1980: 4). This concept concerns three
categorization bases: institutional setting, subject-matter, and activity-type. The first type of ESP holds ESP
courses in such institutional-settings as: 1) schools, particularly technical secondary and trade schools, 2)
technical collages, polytechnics, be they at undergraduate, postgraduate, or research academic staff levels, 3) and
specialized institutions, including technical translations, patents, research administration etc. The second type of
ESP holds ESP courses in such subject-matter based contexts as: 1) general EAP, 2) discipline-specific, 3)
business, etc. The third category is related with the types of activities the students are supposed to keep with
regards to lecture-related activities. This simply include study skills involving the use of language including in
this is as a set of specialized English skills such as the following: note taking, reading and note-taking on
textbook, etc.
According to Muhrofi & Gunadi (2011: 14) one of the characteristics of ESP necessarily based on
learner needs analysis. The statement above shows that ESP course is different in every department. Besides it
should be based on students’ need analysis, the language-related aspects in every department are different. The
importance of students’ need analysis is because there are various purposes of students in learning ESP. So
before designing ESP course, the lecturer must conduct students’ need analysis. By knowing their purpose in
learning ESP, it is easy for them to arrange the needed materials for them. That’s why students’ need analysis
becomes one of the characteristics of ESP.

88 st
The 61 TEFLIN International Conference, UNS Solo 2014
 As it was explained above, in designing ESP course is necessarily preceded by students’ need analysis.
As Hutchinson and Waters (1987: 54) point out, what is meant by needs analysis here is ultimately the analysis
of the target situation needs – the kind of language that the learners have to acquire to cope in the target
situation. In other words, the analyses of the students’ need points at a desired final destination of the course.
However, before trying to set the ESP course it seems logical first to describe what students’ needs in learning
ESP. This part of needs analysis is generally referred to as present situation analysis (Dudley-Evans, 2001: 133).
Therefore for the reason above, this study is performed in order to design an ESP course especially in
English for Law. The statements of problem that have to be revealed consist of: (1) how is the teaching of ESP in
Law Faculty?, (2) how is the students’ response toward the teaching learning of ESP?, and (3) what are the
materials needed to conduct ESP course?

Research Methodology
The method used in conducting this study was descriptive qualitative method. In relation of this feature,
this study is called qualitative research since this fundamental method of data collection is closely based on
observation, interview, and questionnaire. This research conducted in law faculty of UNISKA Kediri. The
subject being researched was the students, alumnus and lecturer there. Instruments use in this study was
observational form, interview guide, and questionnaire. Observational form is used to confirm about the teaching
learning of ESP in law faculty. While interview and questionnaire is used for confirming the students’ response
and the materials needed to conduct ESP course.
The process of research conducted by the researcher, firstly, is observing the teaching learning in the
law faculty. The observation held during one semester. While observing the class, researcher also documented
some important data. Then, the researcher spreads questionnaire to the respondents. Respondents here are
students and alumnus. It is aimed at gaining the data about confirming the students’ response. The last step is
conducting the interview with the key informant in order to find out the data about materials needed to conduct
ESP course. The key informants here are alumnus and lecturer there. Finally, the data is analyzed by using data
display, reduction, and verification.

Findings and Discussions

The first finding was about teaching of ESP in law faculty. This part described about the teaching
equipments, teaching materials, teaching techniques, and teaching evaluation used by the English lecturer there.
For the teaching equipments, the lecturer used academic calendar and course outline. The academic calendar
showed the collages’ effective day while the course outline is used as his guide while teaching English in law
faculty. There are two pedagogical competences that must be possesed by the teacher. The first is to plan and
implement the teaching learning process. The second is to plan and carry out an assesment. According to
Government Regulation (PP) No. 19 Year 2005 on National Education Standards Chapter 20, "Planning the
learning process includes syllabus and lesson plan that contains at least the learning objectives, teaching
materials, teaching methods, learning resources, and assessment of learning outcomes. In other words, a teacher
should have at least a syllabi and lesson plan before teaching. In fact, as it was explained above, the lecturer just
has academic calendar and course outline as the teaching equipments. So, it can be drawn that the pedagogical
competence of the lecturer was low.
The materials used was general English as like grammar and daily conversation. The reason was
because the subject is taught in the first semester so if the lecturer gives ESP materials, it will burdening the
students. The other reason was because the lecturer does not no more about the specific material of English for
law. ESP learners are enrolled in the course not for the sake of language knowledge but in order to be able to
function in a specific context using the language as a tool, which Gardner and Lambert (1972, in Lightbrown and
Spada 2006: 64). It means that using general English as material in ESP class is not right. It also supported by
Hutchinson and Waters (1986: 1). They said that the emergence of ESP is due to escalating learning needs other
than those of grammar and literature in the already existing ELT practices. The issue that can be frightening for
an English teacher also happend here. It was faced with the requirement to teach ESP is their lack of knowledge
of content area. Although it seems unfeasible to teach about something that you do not understand, many
specialists working in the field believe that ‘there is no need for an ESP teacher to be an expert in the subject
matter’ (Rogers 2000: 7). So, no reason for ESP lecturer to feel fright on their lack of knowledge about the
content area.
The teaching tecniques used was lecture and role play . The lecture technique was used when the
lecturer explained about grammatical materials while role play was used when to taught the daily conversation.
Larsen Freman explained that role plays are important in the communicative ap roach because they give learners
an op ortunity to practice communicating in dif erent social contexts and dif erent social roles. In other words, it
can improve learnersí speaking skil s in any situation, and helps learners to interact. As for the shy learners, role
play helps them by providing a mask, where learners with dificulty in conversation are liberated with fun and

st
The 61 TEFLIN International Conference, UNS Solo 2014 89
enjoyable situation. The last description was about the evaluation. It held two times, they were midterm test and
final test. The midterm test was held after the class complete six meetings and the final test was held after the
class complete all of the meetings in that semester. According to Harris (1968) one of the purpose of test is to
measure the students’ achievement. It means that test was very important in every teaching learning process to
know the students’ ability after being taught by the teacher.
The second finding was about the students’ response toward the teaching learning of ESP in law
faculty. This part described about the importance of: learn ESP, learn some professional terminology in English,
learn different topics related to their specialty, revise English grammar, develop the reading skills, develop the
writing skills, develop the listening skills, and develop the speaking skills. The result of the questionnaire
showed: 100% respondents agree that learn ESP was very important, 75% respondents agree that learn some
professional terminology in English was very important, 75% respondents agree that learn different topics
related to their specialty was very important, 50% respondents agree that revise English grammar was very
important, 75% respondents agree that develop the reading skills was very important, 50% respondents agree
that develop the writing skills was very important, 50% respondents agree that develop the listening skills was
very important, and 100% respondents agree that develop the speaking skills was very important.
The last finding was about the material used at ESP course. The result of the inteview with key
informants showed that learning English especially ESP was very important. Some alumnus said that they need
English in their office. Most of them said that they need to be able to master speaking ability. The other
respondent said that they need to master reading ability to understand some legal documents. The last materials
that should be included of ESP course in law faculty was vocabularies related with law.

Conclusion and Suggestion

After finding the data, the conclusion can be drawn. The conclusions are: (1) the teaching learning of
ESP in law faculty generally was good. Although there were some weaknesses like uncomplete teaching
equipments but overall, it was good. It is suggested to the lecturer to complete the teaching equipments, (2) the
students’ response toward the teaching learning of ESP was good. They realized that learning English was very
important so they was very enthusiastic with the ESP class. So, it is suggested to the lecturer to keep quality in
teaching in order to keep the students’ good response toward the ESP class, and (3) the materials needed to
conduct ESP course in law faculty was speaking ability, reading ability, specific vocabularies related with law
like legislation, legal document, criminal laws, international laws, etc. The specific vocabularies related with
law here may be different from one collage with another one. So, it is suggested to the lecturer to conduct need
analysis before designing ESP materials.

References
___________. 2005. Goverment Regulation (PP) No. 19 Year 2005 on National Education Standards Chapter
20.
Dudley-Evans, Tony. 2001. English for Specific Purposes. In Carter, Ronald and Nunan, David (ed). The
Cambridge Guide to Teaching English to Speakers of Other Languages, 131-136). Cambridge:
Cambridge University Press.
Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes: A Learning-centred approach.
Cambridge: Cambridge University Press.
Lightbown, Patsy M. and Spada, Nina. 2006. How Languages are Learned (3rd ed). Oxford: Oxford University
Press.
Muhrofi, Gunadi, Kun A. 2011. ESP Materials Development: Theory and Practice. Malang: PPs Universitas
Brawijaya.
Robinson, Pauline. 1980. English for Specific Purposes: the Present Possitions. Oxford: Pergamon Press.
Rogers, Angela. 2000. English for Scientists. English Teaching Professional, 15: April, 6-7.

90 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NEEDS ANALYSIS FOR PRE-DEPARTURE TRAINING PROGRAM

B. Yuniar Diyanti
Yogyakarta State University
yuniardiyanti@yahoo.com

Abstract: this paper aims at describing an attempt to design a pre-departure training program and its learning
materials for students and staffs who conduct sit-in and study visit programs in overseas universities. A
questionnaire were distributed to 30 randomly selected respondents who had ever taken part in sit-in and study
visit programs in the years of 2011-2013 to gain the target needs. The distribution of the questionnaire were done
through email and only 18 respondents sent the questionnaire back. The results of the analysis show that the
destination are mostly asian countries (80%) and the length of staying is 5 days to 2 weeks. It leads to the need to
also provide an introductory course on the local language (28%). English was used mostly for having discussions
(39%), sociolizing purposes (39%), and listening to some talks (28%), therefore the language skills to cover in
the training are academic speaking and listening, and English for sociolizing. Other knowledge to cover are cross
cultural understanding, airpotting and international flights, and custom and immigration.

Keywords: pre-departure training, sit-in, study visit

Introduction
In line with the university’s mission to equip students and staffs with ’international experience’, the
Office of the International Cooperation and Partnership of Yogyakarta State University opens some programs
that enable students and staffs to travel abroad for sit-in and study visit programs. In the progams, the
participants are given the oportunities to learn from the host universities about education management and
administration, effective teaching methods, and the effective learning process. In the program the participants
also experience different culture during their stay in the foreign country and through their interaction with the
native people in that country. The number of the sit-in and study visit group grows as the opportunity to join the
program grows as part of reward programs or competition. Many students and staffs seek for the chance to go
abroad by joining the programs.
To ensure the participants ready and confident to interact with international colleagues in a foreign
environment, there have been efforts from the office to provide the participants with survival English
communication skills and CCU courses. The trainings are aimed at preparing the participants with basic skills in
English for sociolizing and knowledge of the local culture. Knowledge on international flights and basic
immigration rules are also introduced in the trainings. However, the trainings are not yet structuraly conducted in
a sense that there are no carefully designed language training nor any pre-departure learning materials. A more
structured pre-departure training is a necessity to ensure the participants able to take benefits of the visit
programs.

Pre-departure Training, Sit-in, and Study Visit

The term pre-departure training used in this paper is related to a certain training program which is aimed
at providing a person with the skills and knowledge needed to survive in the target (cultural) situation. The
training is conducted before the trainees leave the home country to do the internship, sit-in, or study visit
programs. A pre-departure training program is conducted to develop behaviour, knowledge, and skills of the
trainees to later be able to interact and perform effectively in a different cultural context. In a pre-departure
training, participants are provided with materials on language; both English and the local language, cross cultural
understanding materials, immigration and customs, and rules and knowledge on international flights.
A study visit is a short-term visit of three to five days for a small group of specialists and decision-makers
representing various groups of education and vocational training, (http: // www. cedefop. europa.eu). Study visit
participants may belong to one of the following categories; company training managers, directors of education
and vocational training institutions, centres or providers, directors of guidance centres, directors of validation or
accreditation centres, educational and vocational training inspectors, head teachers, teacher trainers, heads of
departments, representatives of educational services, labour offices or guidance centres, representatives of
organizations, and researchers. The purpose of a study visit program is to learn how a certain program is
conducted effectively in the host institution. During the visit, participants listen to explanation and presentation
from the host, have some discussions with the host, and may be taken to look around and see the facilities and
the running of the program being studied.

st
The 61 TEFLIN International Conference, UNS Solo 2014 91
 Sit-in is seen as a learning activity which aims at observing the teaching learning process or the learning
needs. According to the academic rule book issued by the Diponegoro University, sit-in students are those who
administratively are registered at the university to join the class activities but are not required to complete other
academic tasks such as examination or tests, research studies, and assignments. In a sit-in activity, ‘the sit-inner’
may act as a passive observer in which he/she sits, observes, and takes notes without involving him/herself in the
class learning activity. Sit-in may be done by teachers or lecturers to learn from the attended class the techniques
and methods implemented in the classroom. A student may also take part in a sit in program to get more
knowledge related to her study. However, a sit-inner may choose to actively take part in all class activities such
as discussions, task completing, and presentation.

Needs Analysis
A training is a learning process aiming at improving knowledge acquisition, sharpening skills, concepts,
and rules, and changing or modifying behavior and attitude. To meet the intended goals, a training program
should be organized systematically. The pre-departure trainings held so far to facilitate the sit-in and study visit
participants, had not been designed carefully yet. The effectiveness of the training program, henceforth, cannot
be documented and evaluated. This needs survey is an attempt to explore what the participants really need in
order to function effectively in the new culture as well as to cope with the language barrier before designing a
pre-departure training since “the information obtained can then serve as a basis for planning a training program”
(Richards, 2001: 53).
Richards defines needs analysis as procedures used to collect information about learners’ needs.
Although originally popular in the fields of ESP, needs analysis has developed into necessity as applied
linguistics grows and the demand for specialized language programs increases, (2001:51). According to Brown
(1995) there are 3 groups of people involved in the needs analysis; namely the target group, audience, and needs
analyst. Target group is the people from whom the information will be gathered, audience are those who will act
upon the analysis of the data, and the needs analysts are those persons conducting the needs analysis. In this
study the target audience are the former participants of sit-in and study visit programs in the year of 2011-2013
while the audience are the training designers and training instructors who will develop the program and the
learning materials.
In collecting the data for needs analysis purpose, there are several procedures a needs analyst may choose.
The one applied in this study is questionnaires. According to Richards, questionnaires are relatively easy to use,
they can be used with large numbers of subjects, and they provide data which are easy to tabulate and analyze,
(2001: 60). However, questionnaires bear weakness in terms of the depth of the data they provide. The data may
be very superficial and imprecise. Needs analysts may need follow-up data gahering like confirmation from the
respondent to record what the respondents really intended to share.

Research Questions
There are three questions proposed in this study; they are:
1. In what situation is English being used during the sit-in and study visit programs?
2. What are the required learning materials for a pre-departure training program for students and/or staffs who
take part in a sit-in or study visit program?
3. What are the suitable learning activities in the pre-departure training program for students and/or staffs who
take part in a sit-in or study visit program?

Methodology
The data were collected through questionnaires which were distributed to 30 respondents. The
respondents were those staffs and students who took part in sit-in and study visit programs in the years of 2011-
2013. The questionnaires were distributed through emails and the respondents were given a week to fill in the
questionnaires and send them back to the needs analysis team. However, only 18 respondents responded and
completed the questionnaires. The questions listed in the questionnaire were about the nature of the visit
programs, the destination country, the length of staying, how English was used, what English language skills and
knowledge needed, and what other knowledge and skills to cover in the training program.

Results
Based on the data analysis the destination country are mostly asian countries (80%) and the length of
staying is 5 days to 2 weeks. It leads to the need to also provide an introductory course on the local language
(28%). English was used mostly for having discussions (39%), socializing purposes (39%), and listening to some
talks (28%), therefore the language skills to cover in the training are academic speaking and listening, and
English for socializing. Other materials to cover are cross cultural understanding, airpotting and international
flights, and custom and immigration. The material designed will be presented in the form of a training module

92 st
The 61 TEFLIN International Conference, UNS Solo 2014
and intended to be used in the classroom guided by an instructor. However, the listening materials will be
designed as an independent learning program to give learners more opportunities to practice their listening skills.
Although participants usually stay in the host country for a very short period of time, the training is
necessarily needed to help participants to cope with language barriers, cultural differences, and overall to
improve participants’ self-confident in communicating with people from different countries. Participants are also
equipped with immigration knowledge to avoid them from immigration problems and to provide them with
information of where to seek help due to immigration problems. Most of the participants have never been to
other countries, some have never even been on an air plane ride, therefore the pre-departure training participants
are also provided training subjects on international flight and airpotting. Participants need to be made aware of
the check-in and custom procedures, the weight and number of baggage they can carry, what they can and can’t
take into the cabin, and what custom rules apply in the destination country. Safe and comfortable flights may
depend on how much these participants are aware of these rules.

Conclusion
A visit to other countries in the form of a sit-in or study visit program may be overwhelming for some
people; it may be a challenging and educating new experience. The nature of the programs requires the
participants to stay temporarily (5 days to 2 weeks) in the host institution and interact with th new culture in a
foreign country. In a pre-departure training participants will be provided with academic English materials
wrapped in the form of discussion and paresentation skills training since the nature of the program will require
them to have lots of discussions and presentations. Participants also need to be provided with some knowledge
and skills to be able to communicate with the local people and to act properly in the new culture.

References
Brown, J. D. (1995). The Elements of Language Curriculum: A systematic approach to program development.
Massachusetts: Heinle and Heinle Publishers
Harmer, J. (2007). The Practice of English Language Teaching 4th ed. Essex: Pearson Education Limited
Joshua-Gojer, A. E. (2012). Cross-Cultural Training and Success Versus Failure of Expatriates. Learning and
Performance Quarterly, 1(2), 2012
Martin, B. (2009). The Essential Steps of Designing or Revising a Training Course. Albany. New York.
Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University
Press
Rogers, L. (2010). Pre-Departure Training Effectiveness: A Study of the Effectiveness of an Elective Course for
Non-Native English Speakers Preparing for Overseas Study. Intercultural Communication Studies XIX:
3 2010. Retrieved from http://www.uri.edu/ on August 14, 2013
http://www.cedefop.europa.eu/EN/Files/4124_en.pdf

Biodata
B. Yuniar Diyanti is currently an academic staff at the English Education Department of Yogyakarta State
University, joining the squad in 2005. She acquired her bachelor degree in English Education from Yogyakarta
State University and obtained her master in English Language Studies from Sanata Dharma University,
Yogyakarta. Her research interests include developing speaking skills, program and material development, and
teaching English to young learners. Her email address is yuniardiyanti@yahoo.com

st
The 61 TEFLIN International Conference, UNS Solo 2014 93
 THE EFFECT OF SLANG LANGUAGE ON THE INDONESIAN TEEN MANNERS ETHICAL
(Study on Student in IKIP PGRI Madiun, School Year 2013/2014 ).

Ervan Johan Wicaksana

Abstract: the use of slang among adolescents and young people in Indonesia is widespread and alarming,
because the slang they use is weird. Its use is almost not known the place and the atmosphere, with whom they
speak, and how others feel that they are talking with the slang. This research is a quantitative research method of
observation and data collection questionnaire in the study sample size is as much as 20 respondents teen students
of IKIP PGRI Madiun. Data analysis technique used in this study is a product moment statistical test. The results
showed that there was no significant relationship between the use of slang to manners ethics teenagers, this is
because teenagers have been able to use the language of Gaul appropriately so as not to affect their manners and
ethics they can sort out their opponents to speak slang so ethical manners can still be maintained. Solutions to
prevent of negative impact in gaul language impairment Indonesian teen manners ethical, among others: the need
for efforts at this time to embed and develop understanding and love for the self-generation of the Indonesian
nation as the national language, the need for real action from all parties concerned the existence of Indonesian
language is the national language, the national language and the language of instruction in education, awareness
Indonesian people, especially the future generation that Indonesian as the national language should take
precedence use, improve the teaching of Indonesian in schools and colleges as well as improve the coaching
ethics manners through character education in their family and education.

Keywords: slang language, ethical manners, teen

Introduction
Background of the Study
Indonesian is the most important language in the Republic of Indonesia. By using the Indonesian
language properly, means we've upheld Language Association as set out in the Youth Pledge on October 28,
1928. Upholding Indonesian does not mean we forget the local language of each.
We are better at speaking the local language of slang in formal situations. This is because if we use the
language of the area we have to preserve the local language is the national language at the same enrichment
Indonesian.
The negative impact on the use of slang among others, a decline in ethical manners among teenagers.
Courtesy in speaking among teenagers is an interesting aspect to be studied from various perspectives. Politeness
language is a form of procedures or rules in the language and can be seen in the interaction between two or more
parties to communicate. Language is not just a tool to convey intent alone, but also plays a role in conveying the
feelings of the speaker. Through language, we can hide and reveal our thinking. The teens should use polite
language heard that people around him thought highly of ourselves.
Slang or slang that usually arises due to frequent use of new terms by language users, can strengthen
relationships and enrich the vocabulary of Indonesian. Slang is one variation of the language of the community,
especially among celebrities and young people as casual language in daily communication to add a sense of
familiarity and intimacy between them.
Teenagers often use specific language known as slang in everyday communication. Teens entered the
stage of cognitive development is called the formal operational stage. Piaget adds, that this stage is the highest
stage in human cognitive development. In line with the cognitive development, language development
adolescents also increased rapidly. Vocabulary adolescents continue to experience growth with increasing
reference readings with more complex topics. Adolescents begin to be sensitive to the words that have double
meanings. They began to use a figure of speech like metaphor, irony, and playing with words to express their
opinion. Sometimes they create new expressions that are not standard. Language like this is then known by the
slang term.
The problem is the use of slang among teens sometimes is not adapted to his interlocutor. The teens
sometimes do not use the standard Indonesian official events and when talking to older people so it looks the
appearance of impertinent or a decline in ethical manners.
The author in this occasion will discuss the "Influence of Language Gaul Against Ethics Indonesian
Teen Manners".

94 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The purpose of this study is to:
1. Knowing the influence of the ethical use of slang Indonesian teenagers manners.
2. To find a solution to prevent the negative impact of the decline in ethics slang Indonesian teenagers
manners.

Methods
This type of research in this study is quantitative. Quantitative research, as the name implies are
required to use a lot of numbers, ranging from data collection, interpretation of data, as well as the appearance of
the result (Arikunto, 2006: 37).
The Design of this research use survey methods. Where the research will be conducted search and
description of the data on the effect of the use of slang against Indonesian teen ethical manners
In this study conducted at the Teachers' Training College PGRI Madiun in 2014. Research was carried
out for about 2 months from May to June 2014. Research activities include research preparation, data collection
and preparation of research reports.
The target population of this study was students of all courses and all semesters PGRI Madison
Teachers' Training College Academic Year 2013/2014 a number of 20 students. Samples were taken as much as
100% of the total population is some 20 students.
The techniques used to collect data in this study using the method of inquiry, observation and
documentation methods.
The third method of data collection used simultaneously above, in the sense used to complement the
data with other data. Researchers tried to obtain the validity of the data as possible.
Analysis of the data in this study, is used to determine the effect of the use of slang against Indonesian
teen ethical manners. While the analysis techniques used in the preparation of this paper is a statistical technique
to the product moment technique with the following formula:
Description:
N ¦ xy  ¦ x ¦ y 
>N ¦ x @ >N ¦ y @
rxy=
 ¦ x   ¦ y 
2 2 2 2

r xy = correlation coefficient between X and Y

™;< = the number of multiplication results Silverback X and Y
™; = the total number of Silverback X
™< = the total number of Silverback Y
™1 = the number of students sampled
Based on the theory and framework, hypotheses can be formulated, namely: (H1) There is a significant
effect between the use of slang to ethics manners teenagers

Findings and Discussion

Findings
Overview of each variable in this study is the use of slang (X) and ethical manners (Y) can be done with
a descriptive analysis of the following percentages:
1. Use of Language Slang
In order to reveal the use of Slang Language Teachers' Training College students PGRI Madiun, used
20 grains of questions and each question scores between 1 and 5.

Table 1 Frequency Distribution Use of Language Teachers' Training College PGRI Slang in Madiun
According to Respondents
No Criteria Frequency Percentage
1. Very Right 0 0%
2. Right 10 50%
3. Quite Right 8 40%
4. Less Precise 2 10%
5 Not Right 0 0%
Total 20 100
Source: Primary Data

st
The 61 TEFLIN International Conference, UNS Solo 2014 95
 The table above indicates that most respondents PGRI Madiun Teachers 'Training College students about
the proper use of language Slang categorized by the number of 10 persons (50%), while a small proportion of
respondents PGRI Madiun Teachers' Training College students about the use of language is not appropriate
Slang categorized by the number 0 (0 %) and very precise with the number 0 (0%).

2. Ethics Manners
In order to uncover ethical manners at Teachers' Training College students PGRI Madiun, used 20 grains
of questions and each question scores between 1 and 5.
Here are the results of the frequency distribution of ethical manners at Teachers' Training College
students PGRI Madiun.
Table 2 Frequency distribution Manners Ethics Teacher Training Institute students PGRI Madiun Respondents
According
No Criteria Frequency Percentage
1. Excellent 15 75%
2. Good 4 20%
3. Good Enough 1 5%
4. LessGood 0 0%
5 Not Good 0 0%
Total 20 100
Source: Primary Data

The table above indicates that most respondents PGRI Madiun Teachers' Training College students have
ethical manners very well categorized by the number of 15 people (75%), while a small portion of students PGRI
Madiun Teacher Training Institute has categorized less ethical manners of good and bad with the amount of each
0 (0%).

Analysis of Data
1. Testing Hypotheses
In order to statistically test the null hypothesis formulated (Ho) "alleged no significant effect between
the use of slang to ethics manners teenagers" and (H1) "alleged no significant effect between the use of slang to
ethics manners teenagers".
In order to test the hypothesis used simple correlation analysis (product moment). Results Product
Moment Correlation Test calculations are as follows.

Table 5 Calculation results Product Moment Correlation Test

Variable Correlations Use of Language Polite ethics
Slang
Use of Pearson Correlation 1 .190
Language Slang Sig. (2-tailed) .424
N 20 20
Polite ethics Pearson Correlation .190 1
Sig. (2-tailed) .424
N 20 20
Source: SPSS data processing

After correlation, the correlation coefficient obtained or rxy = 0.190 to 0.424 for Pvalue. This means
that the count r <r table (0.190 <0.444) and Pvalue> 0.05 (0.424> 0.05). Hypothesis testing criteria are as
follows:
H0 is rejected if the count r> r table and Pvalue <0.05
H0 is accepted if the count r <r table and Pvalue> 0.05
So based on the results of the analysis of the above data it can be said that the H0 is accepted and H1 is
rejected or vice versa in other words there is no significant relationship between the uses of slang to ethics
manners teenagers.

2. Solution to Prevent Negative Impact In Slang Language Impairment Indonesian Teen Manners Ethics
Solutions to Prevent Negative Impact in Slang Language Impairment Youth Ethics Manners Indonesia,
among others:

96 st
The 61 TEFLIN International Conference, UNS Solo 2014
a. Need for efforts at this time to embed and develop an understanding and love of the self-generation of the
Indonesian nation as a National Language.
b. The need for real action from all parties concerned with the existence of which is the Indonesian national
language, the national language and the language of instruction in education.
c. Sensitize the people of Indonesia, especially the next generation, the Indonesian as the national language
should be prioritized its use. Thus, they prefer the use of Indonesian is good and right rather than slang.
d. Instilling a spirit of unity and oneness within generations of the wider community and also to strengthen the
Indonesian nation with the use of Indonesian. As we know, Indonesian is the national language that we can
use to glue the unity and integrity of the Indonesian nation. By infusing the spirit of the Indonesian people
would prefer the Indonesian rather than using slang. How implanting can be done at home, school and in the
community.
e. The Indonesian government should emphasize the use of Indonesian in films produced in Indonesia.
f. Improving the teaching of Indonesian in schools and colleges.
g. Efforts to foster ethical manners through character education in their family and education.

Discussion
Generally indicates that the use of proper English Slang is an important factor in order to obtain the
level of Manners Ethics is maintained properly. With the proper use of language Slang, then the impact of the
decline in ethical manners among teenagers can be solved. As a democratic country that upholds human rights,
we can not prevent our nation's teenagers not to use slang in everyday life because it is not an unlawful thing.
Use of Language Slang could only be directed so that its use is not applied arbitrarily and on target, so its use is
not applied in all walks of life and in every moment. Thus the more precise use of language in young Indonesian
Slang, the more awake anyway Indonesian teenager Manners Ethics.

Conclusions and Suggestions

Conclusions
The conclusion that the researchers say is as follows:
1. There is no significant relationship between the use of slang to ethics manners teenagers as evidenced by the
results r count <r table (0.190 <0.444) and Pvalue> 0.05 (0.424> 0.05). This is because teenagers have been
able to use the language of Gaul appropriately so as not to affect their manners and ethics they can sort out
their opponents to speak slang so ethical manners can still be maintained.
2. Solution to Prevent Negative Impact of Language Gaul Ethics Manners Decline In Teen Indonesia, among
others:
a. Need for efforts to embed and develop understanding and love among the young generation against
Indonesian as a national language.
b. The need for real action from all parties concerned with the existence of which is the Indonesian
national language, the national language and the language of instruction in education.
c. Sensitize the people of Indonesia, especially the next generation, the Indonesian as the national
language should be prioritized its use.
d. Instilling a spirit of unity and oneness within generations of the wider community and also to strengthen
the Indonesian nation with the use of Indonesian.
e. The Indonesian government should emphasize the use of Indonesian in films produced in Indonesia.
f. Improving the teaching of Indonesian in schools and colleges
g. Efforts to foster ethical manners through character education in their family and education.

Suggestions
The researchers who need to convey to several parties, among others, as follows:
1. To The Government should pay attention to correct matters related to the negative impact of teenage slang,
because if it is ignored or not treated immediately will become a serious issue and will affect future mental
youth of the nation.
2. To educators, should improve the teaching of Indonesian in schools and colleges as well as fostering ethical
manners through character education in education.
3. For parents, it is also expected to be actively involved participation so that the things that happen to children
associated with the impact of slang as well as supervise and restrict the use of slang in children excessively,
in addition to the need to enhance the ethical development intensively manners.

st
The 61 TEFLIN International Conference, UNS Solo 2014 97
References
Book, Cassandra L. 1980. Human Communication: Principles, Contexts, and Skills. New York: St. Martin’s
Press.
Chaer, Abdul, 2004. Linguistik Umum. Jakarta : PT.Rineka Cipta
Dewi, Ponco. 2013. Modul Ilmu Komunikasi. Jakarta: FEUNJ.
Hasan, Maimunah. 2009. Pendidikan Anak Usia Dini. Jogjakarta: Diva Press.
Hurlock, E. B., 1993. Developmental psychology: a lifespan approach. Boston; McGraw-Hill dalam http://
duniapsikologi.dagdigdug.com/ 2008/ 11/27/ pengertian-remaja.
Kaplan & Sadock. 1997. Sinopsis Psikiatri. Jilid 2. Binarupa Aksara: Jakarta.
Mathieu, J. E. & Zajac, D. M. 1990. A review and Meta Analysis of The Antecedents, Correlates, Consequences
of Organizational Commitment, Psychological Bulletin. Vol. 108.
Monks, F.J. 2002. Psikologi Perkembangan: Pengantar Dalam Berbagai Bagiannya. Cet. 14.: Yogyakarta:
Gajah Mada University Press.
Santrock. J. W., 2002. Life-Span Development: Perkembangan Masa Hidup.(edisi kelima) Jakarta: Erlangga.

98 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE STUDENTS’ ABILITY AND PROBLEMS IN WRITING A DESCRIPTIVE ESSAY ACROSS
DIFFERENT LEVELS
( A Case Study in One University in Karawang)

Fikri Asih Wigati

fikriasih.wigati@yahoo.com

Abstract: writing has now turned out to be an essential device for people to live in today’s global community.
However, the Indonesian students’ academic writings are still not satisfying (Alwasilah, 2001: 15; Mukminatien,
1997: 2; Yuhardi,2009). Particularly in a class comprising many proficiency levels, students often find problems
in essay writing. This study addresses the question of the ability and problems of the students who are at the
English language proficiency of basic and upper-intermediate levels in writing a descriptive essay. The
participants in this study were six students who enrolled in writing IV class in the fourth semester of English
Education Program in a university in Karawang. The data were collected by way of various techniques i.e.
classroom observations, analysis of the products, and interviews with the writers. The data were later codified
and juxtaposed in order to reveal the students’ technical ability and problems in writing (content, organization,
vocabulary, grammar, and mechanics The findings show that the respondents who are at the basic level of
language proficiency tended to have more problems. They were faced mainly with the lack of vocabulary and the
lack of capability in operating the English grammar. These respondents also had mechanical problems The
upper-intermediate students tended to have more understanding of the writing aspects , nevertheless, they had
problems such as composing unclear introductory paragraph, problematic complex sentences, and making
grammatical slips. The findings of the present study provide some recommendations for the next researchers
who wish to investigate the same field and also for teachers and students to improve the teaching learning
process especially writing a descriptive essay.

Keywords: descriptive essay; writing ability and problems; writing aspects

Introduction
The ability to write can allow people to communicate and to transform knowledge although they come
from different background and cultures. Consequently, possessing writing skill is undeniably an obligation
(Weigle,2009).Unfortunately,it is often found that the students’ writings are still not satisfying (Alwasilah, 2001:
15; Mukminatien, 1997: 2; Yuhardi,2009). The students’ problems and the unsatisfactory writing products
indicate that writing skill is a complicated skill to acquire. BesidesSilva (1993) in Weigle (2009: 36) also states
that the second language writing process tends to be more constrained, more complex, and less efficient than the
process of writing in the first language. As a result, teachers should be aware that second-language writers often
face difficulties. This awareness means that teachers should see the students’ writing difficulties as evidence of a
struggle to control the conventions of a new target community rather than as the personal failings (Hyland,
2009:78).
Considering the students’ ability and difficulties in the writing process is particularly important when
teaching EFL students in a class with multi level language skills since it is often difficult to ensure that all the
students learn in the same intensity of understanding. Some students who are at the beginner level often suffer
from difficulties and failure in learning. They need more time in the learning process. This is in line with the idea
stated by Brown (2001) that teaching the beginner is considered as the most challenging level of language
instruction because the students at this level have little knowledge of the target language. On the contrary, there
are also advanced level students who leave the mates behind. The advanced level students tend to have greater
degree of accuracy and fluency in English. In this case, the teachers’ task is to assist these advanced students in
their attempt to automate the language (Brown,2001:110).Therefore, the main focus of this study is to identify
the students’ ability and problems across the different language skill levels in writing a descriptive essay.
Writing is never a one-step action, it means that when the writers write, they do more than just putting
words together to make sentences. They go through several steps to produce a piece of writing (Oshima&
Hogue, 2006; Oshima& Hogue, 2007; Grabe and Kaplan, 1996; Zemach and Rumisek, 2009). Regarding the
descriptive essay, descriptive text is one of the written texts that has social function to describe a set of feature of
a particular person, place, thing or phenomenon (Feez and Joyce, 1998: 120; Gerot and Wignel, 1995: 208;
Knapp and Watkins, 2005: 97; Zemach and Rumisek,2005:25). It is one of most widely used types across all of
the learning areas (Knapp and Watkins, 2005: 97). A descriptive text has two stages in its structure: the
Identification Stage and the Description Stage (Feez and Joyce, 1998: 120; Gerot and Wignel, 1995: 208).

st
The 61 TEFLIN International Conference, UNS Solo 2014 99
 Brown (2001:356) mentions that the evaluation of students’ writing performance, especially in a
process-oriented writing class, can be alienated into five aspects which include content, organization,
vocabulary, language use, and mechanic. Content deals with the writer’s detailed knowledge of the topic
presented which is covering the substance and the relevance of topic organization. A good content is shown by
some indicators. First, the content is complete, detail, and relevant to the assigned topic. Second, it also includes
all important ideas and demonstrates an understanding about the topic. Third, it is fully developed and includes
specific facts and examples. Fourth, it shows the effectiveness of the essay structure i.e. introduction and
supporting ideas. The introduction should orient the readers to the main idea, whereas, the supporting ideas
should be provided in relevant way. ( Brown, 2001; Oshima and Hogue, 1999, Oshima and Hogue 2007; Weigle,
2009). While, good organization in writing is related to the use of proper writing organization which represents
the whole writing structure construction (Weigle, 2009). The introductory paragraph has clear classification of
what the text is going to describe. Subsequently, each paragraph of the body discusses a new point and begins
with a clear topic sentence. Each paragraph also has specific supporting materials.The writing organization can
also be assessed through its coherence. For coherence in writing, the sentences in the essay must hold together.
The movement of the sentences in the essay must hold together. (Oshima&Hogue, 2006:21). This coherence can
be achieved through repeating key nouns, using consistent pronouns, using transition signals to link ideas, and
arranging the idea in logical order. The third aspect is vocabulary,this writing aspect refers to the students’
ability in considering the word choice to express their ideas effectively. The vocabulary can be assessed through
the appropriate word choice and usage; and its adequacies for the intended communication ( Weigle, 2009). The
fourth aspect is grammar. In the academic world, the opposition between slips and errors is important. Slips
reflect occasional lapses in speaking or writing performance which can be caused by memory lapses, physical
states, such as tiredness and psychological conditions such as strong emotion (Bot, 2005:127). However, he or
she actually knows what the correct one is. Whereas, errors in writing reflect gaps in a learner’s knowledge; they
occur because the student does not know what the correct one is (Ellis, 1997:17-19, Bot, 2005:127).The last is
mechanics. This writing aspect is related to the concern of writing application which includes the use of the
correct capitalization, punctuation and spelling, the citation of references (if applicable), and the neatness (Platt
and Platt, 1992 in Hartono, 2001 in Yuhardi, 2009: 100; Weigle, 2009:116).

Research Methodology
This qualitative study investigated the students’ writing ability and problems when they were writing
the descriptive essay. Since this is a case study design, so the samples were purposively selected.
Participating in this study were six students who enrolled in writing IV class in the fourth semester.
Those sixth students were purposively selected though three considerations. The first concern was based on the
result of the Basic English Skill test that was administered in the research site on the year of 2012. Because of the
complexities of both writing as process and as product and to ensure the clarity of the students’ abilities and
problem across language proficiency levels, a decision was made to contrast high achieving students’ ability and
problems and low achieving students’ ability and problems in the essay writing.Second, the purposive
participants were also chosen based on their academic performance in the previous semesterand a writing test.
As a result, the composition of the purposive participants as the samples of the study was three students
who were at the basic level(R#1, R#2, R#3) and three students who were at the upper-intermediate
level(R#4,R#5,R#6).
This study employed three techniques in collecting data namely observation, documentation, and
interview. Then, the data interpretation and on-going data analysis were done from the classroom observations,
students’ written text, and interviews.

Result and Discussion

1.Content
All of the writing products produced by the basic level respondents are relevant to the assigned task
which asked the students to describe a place. However, related to the details of the texts, the text produced by the
basic level respondents had lack of details and most of the important ideas needed by the readers do not exist in
the texts. The descriptions are still too few. The details also cannot build the understanding of the texts’ content.
This statement definitely can be proven from the length of the texts. The average numbers of the words for each
text is only about 100 words. The total sentences for each text are about nine until ten sentences. Another
important thing that needs to be reported in this section is that the raters (the researcher and Mr. Haydar,
pseudonym) had difficulty in understanding the content of the three texts since the vocabularies and the grammar
applied are not comprehensible. Hence, the ideas of the basic level respondents cannot be digested deeply.The
data interview and the data from the observation provide some explanations of the reasons why the respondents
did not provide enough details. According to the respondents’ answers, it is revealed that they had the difficulty
in expressing their ideas in English. The problems were mainly on their lack of vocabulary and their lack of

100 st
The 61 TEFLIN International Conference, UNS Solo 2014
capability in operating the English grammar. They consulted the dictionary about 6 until 7 times in one sentence
making. This may lead to two impacts. First, the time that should be used to write was more taken up to consult
the dictionary. Second, the ideas might be truncated due to the limited vocabulary. Problems in applying the
correct grammar also became the big obstacle for the students in conveying their ideas. From the observation, it
is also found that when all the students were given the time to compose the outline, R#1( a basic level
respondent) did not make it. She chose to compose the draft first in Indonesian language. In the time the lecturer
gave the time to create the writing draft, she translated her Indonesian draft into English in order to avoid
truncated ideas. This result of the study confirms the previous claims stated that poor writers typically exhibit
difficulties in coping with grammar (Westwood, 2008; Bryrne, 1988). Especially for those who learn English as
a foreign language, the amount of language which they have for writing is often very limited so that it is
frequently impossible to make any meaningful form of writing practice (Sylva, 1993 in Hayland, 2009).
Therefore, it is necessary to simplify the writing tasks so that the tasks are more achievable for weaker writer
(Saddler, 2006).
On the other hand, the writing products of the upper-intermediate level respondents have an adequate
treatment of the topic by conveying variety of ideas that relevant to the topic. They also have accurate details
that show some independent of interpretations of the topic. Nevertheless, the introductory paragraph of the text
#4 has a circular style. The respondents did not give a general idea of the topic directly. It is probably affected by
the Indonesian’s style from which the culture usually does not come straight to the point. The culture of
Indonesian writing style is circle and never looks at the subject directly (Kaplan, 1966 in Yuhardi 2009:61).

2. Organization
The organizations of the idea of the basic level respondents are not quite clear as those students did not
apply the appropriate schematic structure that should be used for a descriptive essay namely classifying and
description. The respondents did not classify clearly what the topic is. The basic level respondents tended to gave
the description directly. On the other hand, the organizations of the idea of the upper-intermediate students are
quite clear since they used the appropriate schematic structure. The upper-intermediate level respondents
classified the topic afterward they gave description about it.With regard to the text’s coherence, all of the
respondents, basic and upper-intermediate students, tried to achieve coherence by repeating key nouns. However,
with regard to the transition signals, there is a difference that distinguishes the basic level respondents’
organization of the text and the upper-intermediate level respondents’ text organization. The basic level
respondents did not put the transitions signals for their texts. Consequently, the ideas are disconnected and do not
flow smoothly since there is not enough guidance for the readers concerning the movement of one idea to the
next. This may cause difficulty in the comprehension of most of the intended communication. On the contrary,
all of the upper-intermediate level respondents’ ideas flow smoothly since they gave sufficient transition signals
in their text. In short, the organizations of the upper-intermediate respondents’ texts are adequately controlled.
The results of this recent study confirm the previous claims mentioned that weaker writers’ writing is
less coherent than proficient writers’ (Saddler, 2006). Saddler (2006) mentioned that weak writers spend little
time to think and to plan in their writing; therefore the ideas are not presented in a good coherence. However,
this study revealed that the inadequate vocabularies and the incapability in operating grammar also hampered the
basic level respondents to produce good coherences. Their focus was how to deliver their ideas in English, not to
generate good organizations of the text. This finding is verified by the following comment.
R#1: “ Boro-boroMsmikiringimananyambunginsatukalimatsamakalimatlainya,
nyampeinsatukalimatajasusahnyamintaampun.” (It is almost impossible to think about how to connect one
sentence to other; even it is very hard for me to deliver a sentence in English).

3. Vocabulary
The wrong word choice and the incorrect usage are often found in the text #1, #2, and #3 which often
caused the difficulties to comprehend the content of the texts. The lack of vocabulary was confessed by the three
respondents as their biggest problem. It is evidenced by the statement from R#1 (the basic level student who
wrote the text #1): “Sayakesulitankalauharusmembuat essay karena vocabulary sayasangatkurang.” (I felt
difficult to write an essay because of my lack of vocabularies). From the observation data, it was also found that
the three respondents were very dependent on the dictionary in composing their essay. About more than 65% of
the words were taken from the dictionary. Hence, it can be concluded that the respondents who are at the basic
level of English proficiency level had problems with limited vocabulary like lack of vocabularies and frequent
mistakes in word/idiom choice and usage. Conversely, from the data taken from the upper-intermediate level
students texts, it is found that there is no inadequacy in the vocabulary for the essay.From the findings it can be
concluded that the limited vocabulary hindered the basic level respondents to express and to convey their ideas
by writing. This is in line with the previous researches that EFL students often face problems in their writing
process because of their lack of vocabulary (Silva, 1993 in Hayland, 2009;Yuhardi, 2009)

st
The 61 TEFLIN International Conference, UNS Solo 2014 101
4. Grammar
The students who are the representatives of the Basic Level of language proficiency students
experienced lack of ability in operating the English grammar. Almost all of their sentences have sentence
structure error, incorrect word order, incorrect subject-verb agreement, incorrect or missing article, and problem
with singular or plural of a noun. On the other hand, the students who are at the upper-intermediate level of
language proficiency tended to master the grammatical rules though they often had problems with the complex
sentences. These findings support the previous claim stated that the lower level writers exhibit more difficulties
at the level of grammar (Saddler, 2006). The lack of ability in operating the correct grammar has became the big
obstacle for the basic-level respondents to convey their idea in English. Consequently, they found the task of
writing is very difficult and this lack of competence resulted in minimum quality and quantity of the essay they
produced.

5. Mechanics
The basic level respondents had problems with capitalization, punctuation, and spelling. Almost of their
sentences have errors in capitalization and punctuation. However, they had less error in spelling. The important
thing should be highlighted is that all of the respondents were allowed to consult the dictionary in the writing
process. Therefore, there is a tendency that those percentages will be much higher if they were not allowed to
look up dictionary in the process of writing the essay since approximately 65% of the words written by the
respondents were taken from the dictionary. On the contrary, the Upper-Intermediate Level did not have any
problem with capitalization, punctuation, and spelling.

Conclusion and Suggestion

This study found that the basic level students had more problems with the details of the content and text
organization. The problems were mainly caused by their lack of vocabulary and their lack of capability in
operating the English grammar. These respondents also had problems in capitalization, punctuation, and spelling.
Conversely, the respondents who are at the upper-intermediate level of language proficiency showed their ability
in the aspects of writing such as content, organization, vocabulary, grammar, and mechanics. Nevertheless, they
had problems with the style of the introductory paragraph. They also tend to have some slips in the grammar like
sentence structure and article.For the class teachers, it is important to consider the characteristics and the levels
of the English language proficiency of the students. Lower levels writers will still need a large amount of
guidance and support to reach the progress in their writing. Teachers could also apply the collaborative writing
method between more advanced students and the basic level students.

References
Alwasilah, C. (2001). Language, Culture, and Education: A Portrait of Contemporary Indonesia. Bandung:
Andira.
Alwasilah, C. (2002). PokoknyaKualitatif. Dasar-DasarMerancangdanMelakukanPenelitianKualitatif. Jakarta:
PustakaJaya.Alwasillah, C. (2007). PokoknyaMenulis: Cara BaruMenulisdenganMetode Kolaborasi.
Bandung: Kiblat
Anderson, M and Anderson, K. (2003).Text Types in English. Australia: McMillan Education Australia.
Blanchard, K& Root, C. (2004).Ready to Write More. NY: Pearson Education,Inc.
Bot,K., Lowie,W., &Verspoor,M. (2005). Second Language Acquisition:Anadvanced resource book.
Routledge:New York
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy: Second Edition.
New Jersey: Prentice Hall Regents.
Brown, H.D. (2004). Language Assessment, Principles and Classroom Practices.New York: Pearson Education,
Inc.
Byrne, D. (1988). Teaching writing Skills. Singapore: Longman.
Cresswell J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: Second
Edition. USA: Sage.
D’angelo, J.F. (1977). Process and thought in Composition. USA: WinthorpPublishers, Inc.
Derewianka, B.(2004). Exploring How Text Works. Australia: Primary English Teaching Association.
Ellis, R. (1994). The Study of Second Language Acquisition. New York: Oxford University Press.
Feez and Joyce. (1998). Writing Skills: Narrative & Non-Fiction Text Types.Australia: Alken Press.
Fraenkel, R.J and Wallen E.N.(1996). How to design and Evaluate Research in Education. USA: McGraw-Hill.
Fulwiler, T. (2002).College Writing: A Personal Approach to Academic Writing. USA: Boynton, Inc.
Gabrielatos, C. (2002). EFL Writing: Product and Process. Retrieved on 28 February, 2013 from <http://
www.gabrielatos.com/Writing.pdf>
Grabe, W &Kaplan.R.B (1996). Theory &Parctice of Writing, London: Wesley Longman Limited.

102 st
The 61 TEFLIN International Conference, UNS Solo 2014
Greenville, K. (2001). Writing from Start to Finish: A Six Step Guide. South Australia: Griffin Press.
Harmer, J. (2002).The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
Harmer, J. (2007).How to Teach English. China: Pearson Education Limited.
Heigham,J and Croba RA. (2009). Qualitative Research in Applied Linguistics. Macmillan: NY.
Hughes ,A. (1989). Testing for language Teachers. Melbourne: Cambridge University Press.
Horwitz,E.K.,Horwitz,M&Cope,J.A. (1986). Foreign Language Classroom Anxiety.Modern Language
Journal,70,125-132.
Hyland, K. (2009). Teaching and Researching Writing. Malaysia: Pearson Education Limited.
Hyland,K. (2003). Second Language Writing. New York:CambridgeUniversity Press.Jacobson, D., Eggen,
P.,&Kauchak,.D. (2004). Methods for Teaching; Promoting Students Learning. New Jersey: Prentice
Hall.
Joyce,H and Feez, S. (1998). Writing Skills: Narrative & Non-Fiction Text Types.Australia: Phoenix Education
Pty Ltd.
Kirszner, G.L and Mandell, S. (1978). Basic College Writing. New York: W.W. Norton &Company.Inc
Knapp, P. & Megan, W. (2005).Genre, Text, Grammar: Technologies for Teaching and Assessing Writing.
Sidney: A UNSW Press book.
Kroll, B. (1991). Second Language Writing: Research Insights for the Classroom. USA: Cambridge University
Press.
Lane, J. & Lange, E. (1993).Writing Clearly.An Editing Guide. Boston: A Divison of Wadswort, Inc.
Merriam, S. (1998).Qualitative Research and Case study Applications in Education. San Fransisco: Jossey-Bass.
Mukminatien, N. (1997). The Differences of students’ writing Achievements across Different Course Levels.
Unpublished Dissertation, Institute of Teacher Training and Education at Malang: Postgraduate
Program in English Education.
Oshima, A& Hogue, A. (1999).Writing Academic English: Third Edition USA: Pearson Education, Inc.
Oshima, A& Hogue, A. (2006).Writing Academic English: Fourth Edition.USA: Pearson Education, Inc.
Oshima, A & Hogue, A (2007). Introduction to Academic Writing: Third Edition. USA: Pearson
Education.Inc.
Raffini, J.P.( 1996). 150 Ways to Increase Intrinsic Motivation in the Classroom.Massachussetts: Allyn&Bacon.
Saddler, B. (2006).Increasing story writing ability through self-regulated strategy development: Effects on young
writers with learning disabilities.Learning Dissability Quarterly, 29, 4, 291-305.
Steele, V. (1992).Product and process writing: a comparison. Rowley: Newbury House.
Tompkins, G.E.(2008) Teaching Writing: Balancing Process and Product. New Jersey: Pearson Education, Inc.
Yuhardi. (2009). Exploring The Students’ Difficulties in Writing Argumantative Essay. Unpublished Thesis,
English Language Education Program. Bandung: Graduate School Indonesia University of Education
Weigle, R. (2009). Assessing Writing.Cambridge University Press.
Westwood.( 2008). What teachers need to know about Reading and Writing difficulties. Australia: ACER press.
Willis, J. & Edwards, C. (2005).Teachers Exploring Tasks in English Language Teaching. New York: Palgrave.
Zemach, E. D &Rumisek,A. (2009). Academic Writing from Paragraph to Essay. Spain: Edelweis.

st
The 61 TEFLIN International Conference, UNS Solo 2014 103
 TEACHING ACADEMIC WRITING BASED ON NEED ANALYSIS
FOR INDONESIAN EFL LEARNERS AT UNIVERSITY

Hari Prastyo
harrylinguist@yahoo.com

Abstract: there are four skills in English teaching and learning, they are listening, speaking, reading, and
writing. Listening and reading are categorized as receptive skills, while speaking and writing are as productive
skills. Writing skill is one of productive skills that needs some competences, such as linguistics competence,
getting the idea competence, and organizing the idea competence. This article will discuss about Teaching
Academic Writing based on Need Analysis for Indonesian EFL Learners at University. It is kind of research
article that will use Qualitative Research Methodology. The subject of this research will be the university
students who join in academic writing. The reseacher will try to do need analysis for the students by using
questionnaire. Based on the questionnaire, the researcher will create syllabus for academic writing, then he will
use it in teaching and learning process for Indonesian EFL learners at univesity. At last, he will assess the result
of students’ writing by using scoring rubric based on the organization of essay. This research article will be
useful for academic writing lecturers. This kind of article can be used as a model for lecturer in teaching
academic writing at University, because this article will provide some materials which are needed by the students
based on the need analysis.

Keywords: Academic Writing, Need Analysis, University Students

Introduction
There are four skills in English teaching and learning, they are listening, speaking, reading, and writing.
Listening and reading are categorized as receptive skills, while speaking and writing are as productive skills.
Writing skill is one of productive skills that needs some competences, such as linguistics competence, getting the
idea competence, and organizing the idea competence.
Firstly, linguistics competence is a competence to use the language. In this case, linguistics competence
refers to the grammatical competence. It is a competence that focuses on building sentences, such as
understanding part of speech, tenses in active and passive, and conditional sentence. It means that in grammatical
competence, the students should be able to understand part of speech and to make sentences correctly. This kind
of competence is very useful for EFL learners in writing class.
The second competence which is also important is that getting the idea competence. It is kind of
competece to create the topic or idea at the beginning of writing process. It is very important competence
because based on need analysis, this is a big problem for EFL learners in writing class. They always give
question at the beginning of the class, “what should I write?”. This kind of question indicates that most of the
learners have a problem to get the idea. It means that they have difficulty to find the idea at the beginning of
writing. Consequently, it is very important for the EFL learners in writing to have getting the idea competence.
The last one is that organizing the idea competence. Coherence and cohesion are the characteristics of
good paragraph. To create coherence and cohesion, a writer should write the idea in sequence. It means that
there is no jumping idea in writing. Consequently, this kind of competence is also the important one for the EFL
learners who want to learn writing. To sum up, linguistics, getting the idea, and organizing the idea are some
points which are needed by EFL learners in writing.
In a university level, writing is devided into some types, they are paragraph writing (basic writing),
essay writing (intermediate writing), and academic writing (advance writing). All of them are correleted each
other. It means that, the competence in paragraph writing is needed by EFL learners for essay writing. It is also
in line between essay and academic writing. In another word, paragraph writing is the basic one that must be
understood by EFL learners in writing class. It is the first step before learning academic writing. Consequently, it
is very important for the EFL learners to have skill in paragraph writing. In this article, the reseacher would like
to focus on paragraph writing as the first step to write academically.
Based on the needs analysis, the reseacher found some points, they are (1) EFL learners have difficulty
to find the topic that they would like to write, (2) EFL learners have difficulty to construct a sentence, and (3)
EFL learners need an ability to construct sentences in sequence. Considering those three reasons, the lecturers
and the students need some materials that can cover those problems in writing class, in order that, the target of
learning basic academic writing (paragraph writing) can be achieved.
This research develops syllabus for basic academic writing (paragraph writing) for EFL learners at
university. This syllabus is developed based on CTL theory and it can be used for teaching writing at basic

104 st
The 61 TEFLIN International Conference, UNS Solo 2014
level. In this research, the syllabus is developed communicatively. Communicative syllabus is a syllabus that can
cover spesific competence and needs of the learners. This idea is supported by Piepho in Sismiati & Latief
(2012:45) “...communicative syllabus for particular course would reflect spesific aspect of communicative
competence to the learner’s proficiency level and communicative needs”. In this reseach, functional syllabus was
adapted being used to develop the syllabus of writing communicatively. It means that the syllabus was
developed communicatively based on the characteristics of functional syllbus which was adapted.
The characteristics of fuctional syllabus are (1) Language is a system for the expreesion of meaning; (2)
The primary fuction of language is for interaction and commnication; (3) The structure of language reflects its
fuctional and communicative uses; (4) the primary units of language are not merely its grammatical and structure
features, but categories of functional and communicative meaning as exemplified in discourse (Halliday &
Cooke in Sismiati & Latief, 2012:45). Shortly, the fuctional syllabus has meaning for interaction and
communication that can be used to communicate based on the fuction. Furthermore, fuctional syllabus does not
emphasize on grammatical. Based on the characteristics mentioned, it can be seen that the fuctional syllabus
focuses on spoken language rather than written language. However, the researcher, in this case, used the
characteristics in written language to create paragraph writing. it means that the syllbus was developed to create
a paragraph that has meaning that can create a communication between writer and reader. However, the syllbus
that was developed in this research still considers the mechanical issue of writing such as grammar, punctuation,
and capitalization. This is what the researcher said as the adaptive functional syllabus.
As the researcher stated above that the syllabus was developed based on, besides fuctional syllabus,
Contextual Teaching and Learning (CTL) Theory. According to Sears’ (2002:2) that CLT assumptions are: (1) It
has interaction between students and sources in learning; (2) The students should have a need in learning
something and use their capability to achieve their learning purpose; (3) teaching is designed as learning process
for the students; (4) the materials which the students learn are got step by step and the students practice to write
directly, the researcher uses the term for it as practical technique.

Method
The researcher used Yalden’s model to do this research. The models are (1) Need Analysis; (2)
Development; (3) Validation and Revision; (4) Try-out, and (5) Second Revision to Produce Final Product
(Yalden, 1987).
Need analysis was done to the EFL learners at university by giving questionaire. The need analysis was
conducted to the students by giving questionaire to find (1) the materials which the students need for the
academic point of view; (2) the writing activity that can attarct the interest of students; (3) the material that the
students have already got; and (4) time allotment for writing class.
Based on the need analysis result, the resercher developed the syllabus by doing the following steps: (1)
description of purpose; and (2) production of syllabus. Afterwards, the researcher did the next step namely
validation and revision. In this step, the researcher validated the syllabus to the expert of syllabus. The validation
focuses on the purpose of learning, content/material, and learning activity.
The next step is that to conduct tryout. The purpose of conducting tryout is to get information about the
developed syllabus, whether or not the syllabus applicable. The tryout activities are implementation, observation,
reflection, and revision. The last step is that to produce final product based on the result of thy out. The product
of this research is that syllabus for paragraph writing as the basic level of academic writing.

Findings and Discussion

Findings
Syllabus for paragraph writing are the final product for this research. The syllabus was developed based
on the CTL theory to give chance for the students to practice what they learnt in the classroom. The
characteristics of this kind of learning are as follows. First, the students interact with the source of learning
directly. In this case, the lecturer ask the students to write something that relate to their environment such as
friend and someone who has made different. This kind of activity can support the students to learn something
new that they get from their invironment. Furthurmore, it can help the students to write a paragraph easily
because they are writing something that they have been familiar with them. The second is that the students
should learn based on what they need. It means that the material given in the syllabus should be prepared based
on what the students need. This kind of material can support the students to learn writing because they learn
what they actually need. The third characteristics is that the students learn step by step. This kind of activity is
needed by the students because writing activity needs process. This kind of opinion is supported by Oshima &
Hogue (2007:15) that writing needs some steps and it cannot be done in one action. Consequently, syllabus for
writing class should be emphasizing on process.
Based on the findings, the syllabus could be applied by the lecturer well and the students can involve
actively in the classroom. For instance, when the lecturer asked the students to write about introducing

st
The 61 TEFLIN International Conference, UNS Solo 2014 105
pararaph, the students wrote about their friends, before they wrote, they were given an instrument to find a data
about the personality of their friends. This kind of activity can help them to get a valid data about their friends
and also it helped them to write about. Then they should write a paragraph based on the data they got. However,
the students sometimes have difficulty to construct a certain sentence. The lecturer found some mistakes in
grammar, for instance. It is a weakness of the students. These are some sentences that the lecturer found (1) She
live; (2) she love; (3) She haven’t a job and some other similar mistakes. Consequenly, it is also very important
to give a chance for the students to learn how to construct a sentence before they learn how to construct a
paragraph.
At the second topic that is about someone who has made different, the syllabus was also able to be
applied well by the lecturer. However, in this topic, the students had difficulty how to find a topic. They did not
know whom they should write. To help the students, the lecturer proposed listing technique to get the topic. In
this case, the lecturer applied writing process based on Oshima & Hogue (2007:15), they are (1) getting the idea;
(2) organizing the idea; (3) writing rough draft; and (4) polishing. The technique was done step by step and being
followed by praticing. The lecturer explained in sequence and invited the students to practice what they learnt.
By doing this activity, the students were very active to give respond by proposing some questions when they did
not understand, and sometimes they students asked a comment to the lecturer about what they wrote.
Beside applying the syllabus to the classroom, the syllbus was also validated. The validator of syllabus
was done by the expert of syllabus. According to the expert, the syllabus, in general, was good and applicable.
However, the expert suggested some points, they are (1) purpose of learning should be as spesific as possible; (2)
consider the condition of students to determine the material that is given to the students, because most of the
students are the beginner writers; (3) start some activities with the game that relate to the material given.
Tryout was done by using two topics, they are about introducing paragraph as the first topic and the
second topic is someone who has made a different. The first topic focused on the implementation of constructing
sentence, then the second topic focused on writing process that emphasized the material on constructing
paragraph. The tryout was conducted in four sessions in May to June 2014. Those four sessions are devided for
two topics, in means that each topic has two meetings. In this tryout, the researcher was the lecturer, so he also
observed directly the condition in which the implementation of tryout.
Based on the observation, the tryout ran well. At the first tryout that consists of two meeting, the
students were active in the classroom, because the activity was started by using game, so they were happy and
had high motivation. Furthermore, they also get easier to do some activities that the lecturer instructed such as to
find the data, to write some sentences based on the data, and to combine the sentences to be one introducing
paragraph. It was easier for them because the lecturer provided instrument for the students and also did the
activities step by step. Those activities were done in two meetings, the first meeting focused on getting the data
and constructing sentences, while the second meeting focused on constructing paragraph.
The second tryout that uses the second topic, namely someone who has made a different, was also
successful. It was done in two meetings. However, they students had difficulty to find the topic, what they
should write, at the first meeting. At the second meeting, the students had already got the easiness to find the
topic and developed the topic to be topic sentence, then constructed it to be a paragraph

Discussion
The syllabus that the researcher developed was fuctional syllabus. it consists of the target competence,
the indicator, main material, activities, and time allotment.
The target competence was selected based on the need analysis. They are (1) EFL learners have
difficulty to find the topic that they would like to write, (2) EFL learners have difficulty to construct a sentence,
and (3) EFL learners need an ability to construct sentences in sequence.
Finding a topic is one of some problems that they students had in every writing class. It also happened
in this research. Based on the findings above, the lecturer had different ways to help the students to find a topic.
For the first topic, the lecturer asked the students to write about their friends. It certainly helped the students to
find a topic, because they had been familiar with their friends. Then for the second topic, the lecturer applied
listing technique. According to Nordquist (2014) listing is one of the simplest writing strategy to breakdown the
idea. By doing this activity, the writer (especially beginner writers) can determine the topic that they should
write, because they get many ideas by breaking it down. In short, the technique that the lecturer did was that
writing about someone familiar and using listing technique.
For the second difficulty, difficulty to construct the sentence, the lecturer gave brief explanation about
constructing sentence and being followed by practicing. The material given was that about four types of simple
sentences. As we know that there are four types of sentences in English, there are simple sentence, compound
sentence, complex sentence, and compound-complex sentence (Oshima & Hogue, 2007:11). Furthermore,
simple sentence has four types, they are subject-verb, subject-verb-verb, subject-subject-verb, and subject-
subject-verb-verb. To help the students as the beginner writer, the lecturer gave only simple sentences.

106 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The next difficulty was that constructing the sentences into a paragraph, and the researcher calls it as
sentences in sequences. As the researcher stated that the lecturer did writing process. One of the processes was
that organizing the idea. To organize the idea, the lecturer introduced to the students about simple outline
technique based on listing technique. This kind of technique really helped them to organize the idea through
some sentences in sequence. However, when the students organize the idea, they did not write a complete
sentence, they just write the idea in sequence. After that, they wrote rough draft, then polished the draft by doing
two activities. The activities are revising and editing. Revising is an activity to check the content of paragraph
such as coherence and unity, and editing is an activity to check the grammar, capitalization, and punctuation.
Editing was the last activity, because in fucntional syllabus, grammar was not considered as number one
(Halliday & Cooke in Sismiati & Latief, 2012:45). Through this kind of activity, the students got experience in
writing process. It means that the students could learn from the process that they got step by step, it is one of the
characteristics of CTL learning theory (Sears, 2002:2).
All in all, the difficulty was able to handle by the lecturer by giving a treatment to the students with the
different technique and some activities in sequence (step by step activity).
Furthermore, the indicator of the competence was also avalaible in this syllabus. the indicator was
developed based on operational verb at Taxonomy Bloom. The main material which are included in this syllabus
was based on the need analyses, first is that sentence construction. This kind of material is very important
because based on the need analysis the students had difficulty in constructing the sentence. The second material
is that about writing process. In this material, the students got some skills, they are the skill to get the idea,
organizing the idea, and revising-editing. in oraganizing the idea and revising, the students were trained to write
the idea in sequence through sentences, while in editing, the students got the material about mechanics issue such
as punctuation and capitalization. The last material was that narrative paragraph. This kind of material is very
important, because through this material, the lecturer can can apply CTL. One of the characteristics in CTL is
that the students can interact with the source of learning (Sears, 2002:2). In this material (narrative paragraph)
the students can find the story from their environment directly. It means that they interact with the source of
learning.
The activity of this syllabus was developed based on need analysis, they are games that relate to
material, lecturing, discussing, praticing, guiding, and creating final product of writing. the function of game is
very important because it can motivate the students in writing class. Lecturing is an activity to give brief
explanation to the material, while discussing is the session for question and answer about the material given.
Furthermore, practicing, guiding, and creating final product are activities about the material given and being
acoompanied by the lecturing through guiding activity in creating final product. Those the last three activities
were done in one time, because three of them related to each other. Finally, time allotment which is available for
each meeting at writing class is that 100 minutes.

Conclusion and Suggestion

The product of this research is that syllabus for basic academic writing that the researcher calls it as
paragraph writing. this syllabus was developed based on Yalden’s Model that was begun with the need analysis
of the students. Based on the need, analysis the product of syllabus was developed. This syllabus consists of the
target competence, the indicator, main material, activities, and time allotment.
For the next researcher, this kind of syllabus can be used as the topic for experimental research to see
the effectiveness of using this syllabus in writing class.

References
Nordquist, Richard. 2014. Listing(Composition). (Online), (http://grammar.about.com/od/il/g/Listing.htm),
retrieved July 4th, 2014.
Oshima, Alice & Ann Hogue. 2007. Introduction to Academic Writing (3rd Ed). USA: Pearson Education, Inc.
Sears, S. J. 2002. Contextual Teaching and Learning: A Primary for Effective Instruction. Bloomington: Phi
Delta Kappa Educational Foundation.
Sismiati & Latief, M.A. 2012. Developing Instructional Materials on English Oral Communication for Nursing
Schools. TEFLIN Journal. 23(1): 45.
Yalden, J. 1987. The Communicative Syllabus, Evaluation, Design, and Implementation. London: Prentice-Hall
International (UK) Ltd.

Biodata
Hari Prastyo. The reseacher was born on Jombang, August 15th, 1986. He finished his undergraduated program
at “Maulana Malik Ibrahim” State Islamic University of Malang on 2008. In addition, on 2012 he got his
Magister Degree in English Education at Islamic University of Malang. At 2013, he presented his first paper in
international conference on English Linguistics and Literature. The next year, he presented his second paper at
National Conference of 6th NELTAL. Furthermore, the reseacher has interest to macro linguistics and education
field of study.

st
The 61 TEFLIN International Conference, UNS Solo 2014 107
 DESIGNING NEEDS ANALYSIS-BASED
ENGLISH TRAINING MATERIALS FOR TOURIST DRIVERS
AS A MEANS OF TRANSPORTATION SERVICE IN YOGYAKARTA

Hermayawati
University of Mercu Buana Yogyakarta, Indonesia
hermayawati@yahoo.com

Abstract: this research aimed at Designing Needs Analysis-Based English Training Materials for Tourist
Drivers as a Means of Transportation Service in Yogyakarta. It was a multi-design research granted by the
directorate of higher education. It focuses on designing English training materials especially for foreign tourist
drivers (FTD) by using cultural language learning approach (CLLA) in order to preserve Javanese culture as one
of Yogyakarta’s missions defined in its 2004-2025 long-term development. It involved 40 FTD as participants
through taxonomic ADDIE procedure which included: (1) analysis (on the FTD needs), (2) designing (prototype
of English for Foreign Tourist Drivers/EFTD), (3) developing and (4) implementing (the designed prototype),
and (5) evaluating (the developed EFTD). This project found as follows. First, the needs of the FTD was
English for survival needs program for false-begining level. Second, based on the results of implementation
(training) conducted cyclicaly, EFTD was judged as training materials especially for FTD. Third, the result of
evaluation towards the designed product showed that EFTD was significantly able to improve FTD’s English
competence. Based on such findings, EFTD is recommended to use as a training materials for FTD who
particularly domicile in Yogyakarta.

Keywords: ADDIE, needs analysis, multi-design research, approach, culture

Introduction
This paper illustrates the writer’s (second year from the totally three years) research project granted by
the Directorate of Research and Community Service, Directorate General of Higher Education, the Ministry of
Education and Culture of The Republic of Indonesia 2014 to provide both theoretical and practical reference for
the readers. This project generally aimed at designing English training materials especially used for the drivers to
enable them to communicate in English with foreigners visiting Yogyakarta through an English training. The
training was conducted by using “English for Foreign Tourist Drivers (EFTD)” model. It was done by
considering that Yogyakarta is one of the tourism destination for it has antique cultural heritages and potentially
to increase regional income. But unfortunately, it is not facilitated with professional services, especially of the
stakeholders such as the tour guides, the drivers and hawkers.
As a place of interest, Yogyakarta has not been completed with adequate communicative services
because most of the relevant stakeholders are not able to communicate in English as an international
language. This matter, of course, may reduce the convenience of foreign tourists in enjoying the atmosphere
during relaxation which is caused by the existence of miscommunication when they serve foreigner. Eventhough
many tourist guides are available in this city, but not all foreigners visiting Yogyakarta would make use of them
by considering the expensive charge either for their services or by privacy reasons.

Research Method
Appropriately to the issues written above, this project used developmental research by using ADDIE
model (analysis, design, development, implementation and evaluation). Figure 1 shows the procedure of ADDIE
Model.

Design Develop

Analyse Implement

Evaluation

Figure 1. Taxonomic Procedure of ADDIE Model

108 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Being inspired by such model, this project involved taxonomical activities as follows: (1) analysing
trainees’ needs, (2) designing training materials prototype, (3) developing training materials prototype, (4)
implementing and (5) evaluating the training activities and the used materials. In this case, activities were
conducted as follows: (1) observing the training needs, (2) preparing training prototype, (3) implementing
English training using threshold level for survival needs mainly focused on speaking skill practices, (4)
conducting assessment to measure the success of training, and (5) establishing English Community for Foreign
Tourist Service Drivers to keep the sustainability of the program.
The training needs analysis was conducted by gathering informations concerning with the needs of the
trainees in their language learning, such as language skills, discourse types, language aspects, and materials
content. The result of the needs analysis was used as the basic of designing materials prototype. The designed
prototype was, then, developed and implemented in the training process.
Implementation process lasted cyclically, in which every cycle was observed accurately. It was intended
to get in detail informations about the trainees learning achievement progress and the appropriateness of the
developed materials with the learning needs. When it was appropriately with the defined training goals, the
activity was continued to the last procedure, namely, evaluation. This activity was intended to find the data
related to the trainees learning achievement in general, through testing. The test was lasted twice, that is, in the
forms of pretest and posttest. When the average result of posttest is higher than the pretest , it means that the
designed materials can be judged as the training materials for foreign tourist driver (FTD). In this case, the
average of posttest result was higher than the pretest so that it can be concluded that the learning materials being
evaluated matched with the FTD needs.

Research participants
This research involved 40 research subjects who earned their living by providing driving services for
foreign tourists visiting Yogyakarta, Indonesia. To improve their services to the foreign tourists especially
visiting Yogyakarta, they need to be able to communicate in English, at least at the threshold level. Their English
competences are beneficial to improve tourists length of stay that may increase the regional income and affect to
the people’s welfare.

Data gathering and its analysis

There were two types of data in this study, namely qualitative (the various documents used) and
quantitative data (test results). Data in this study was in the form of the results of training needs analysis, design,
development, implementation and evaluation processes. The gathered data was analysed using statistical
computation by calculating the standard deviation of the test results. Since there is only one group of trainees in
this area (single-shot data anaysis), the analysed quantitative data is in the form of the pretest and post-test
results design (Cohen, et al., 2000) which is calculated using standard deviation (SD) formula. SD is equal to the
square root of the averaged square distance of the scores from the mean. The higher the SD, the more varied and
more heterogeneous a group is on a given behavior, since the behavior is distributed more widely within the
group (Seliger & Shohamy, 1989).
In this study, computing SD formula (as written in Nunan & Bailey, 2011) was performed as follows:

SD
¦(X  X ) 2

N 1
_
ZKHUH; VWXGHQW¶VVFRUHȈ VXPRI1 QXPEHURIVWXGHQWV X = mean; = square root. In this study, N is
40 trainees who get pretest and post-test. The pretest was conducted before getting materials training while the
post-test was performed after getting training. It aimed at obtaining the trainees’ gain scores within the two tests.
Gain score is the gap between the average or the mean difference of pretest and post-test of the total scores.

English training and assessment

Table 1. English training materials design content
Training Competency Activities and Language Functions
Competency Standard : Threshold Level English Competency for Foreign Tourist Drivers (FTD)
Basic Competences : Spoken and Written English Competence for False-beginning level
Training Indicators :
I. Listening & : Trainees are able to: Listen and/or response dialogues related to providing
Speaking transportation service for foreign tourists visiting Yogyakarta

st
The 61 TEFLIN International Conference, UNS Solo 2014 109
 1. Greetings customers Æ text with pictures
2. Offering helps Æ text with pictures
3. Showing DirectionÆ Æ text with pictures
4. Cultural Tourist Resorts Destination
5. Inviting tourists to enjoy the Tourist Places ordered
6. Writing Invoice in English
7. Thanking) Æ text with pictures
II. Reading : Trainees are able to: Reading aloud and comprehension related to Travel
Services for foreign tourists
1. Practice reading texts concerning to the various tourist places of interest
available in Yogyakarta;
2. Practice reading texts concerning to describing various kinds of places of
interest in Yogyakarta;
3. Practice reading procedure texts concerning to Showing the Direction on
how to visit the Javanese cultural heritage places;
4. Practice reading procedure texts concerning on how to make various kinds of
Javanese beverages;
5. Practice reading on procedure to offer travel services
III. Writing : Trainees are able to: practice writing simple procedure texts on how to
provide travel services
1. Writing simple texts of tourist resorts list
2. Writing SMS on the customer’s needed service
3. Writing SMS on Asking the Customer’s Adress to Pick up
4. Writing an invoice for the given service

The training aimed at providing transportation service with English communicative skill particularly for
the threshold level, namely adequate language mastery for survival life inspired by Van Ek (1987) and (Wilkins,
1987) but in which contents are integrated with the javanese culture. This is important to perform by
remembering that one of the regional missions of Yogyakarta is to become a well known tourism resort through
out South East Asia. The training which lasted for 14 meetings was conducted for 40 drivers. This was intended
to introduce the Javanese culture heritage through their daily life communication with their users. Threshold
level in this case was trained to the trainees with various study backgrounds. Though most of them had ever
learnt English before, but they kept unable to use it to communicate with foreigners. According to Bailey (2005),
it is categorized into “false-beginners level”.
The designed materials consists of 9 Chapters in which each chapter develops integrated language skills,
but stressing on the speaking practices. The developed language functions are: “Greetings”, “Offering Helps”,
“Asking about the Origin”, “Telling Various Tourist Places of Interest”, “Writing Invoice”, “Returning Rest
Money”, “Showing Direction”, and “Thanking & Inviting for Travelling Service”. Each topic was inserted with
the Javanese culture heritage as means of introducing such culture to foreigners. The whole contents written
above were performed and tested cyclically until the trainees reached the expected target language and language
contents that must be achieved as written in the syllabus content (See Table 1).
To obtain data on trainee learning achievement, a test is needed. This test is conducted by using
authentic assessment including oral and written language of the performance of the participants during the
training/learning process (O'Malley & Pierce, 1996). Trainee's language performance are arranged in the form
of portfolio to get data on the progress of their learning using the studied materials.
The quantitative data which was in the form of speaking test result and trainee’s language performance
was analysed using scoring rubric for assessing speaking competence as suggested by O’Malley & Pierce
(1996). They suggest scoring rubric for six levels of language learning, namely pre-beginning, beginning, pre-
intermediate, intermediate, pre-advanced and advanced levels. In this project, scoring rubric was used as a guide
to assess learners’ language acquisition in their language performances. Referring to such scoring rubric, the
trainees were treated as the false-beginning level which are similar to the pre-elementary and elementary level
(level 1 and 2).

Findings
This study resulted both theoretical and practical findings, as the following. First, the trainee’s needs was
threshold English materials for survival needs which was in the form of a simple text-book called “English for
Foreign Tourist Drivers (EFTD)” using cultural language learning approach or CLLA. It was shown by their
motivation during the learning process. Second, the EFTD prototype was designed based on the result of needs
analysis (NA). Third, the prototype was developed while implementing it cyclically. The adequacy or the
necessity of the cyclical implementation depended on the defined trainees’ learning level of achievement. In this
case, the defined criteria of the average learning achievement was 7.0. The learning process (implementation)
was stopped when the trainees’ average achievement reached 7.0. Since the demanded learning achievement
point was fulfilled, the training was stopped. This means that the developed prototype can be judged matched as

110 st
The 61 TEFLIN International Conference, UNS Solo 2014
training materials especially for the FTD service purposes. As an illustration, Figure 1 presents the procedure on
conducting the FTD training using ADDIE model.

Preparation Stored Data Data Processing

(Needs of NA to (Designing Prototype)
Analysis) Prototype
Design

Predetermined
Aiternate Process Documents (Cyclical Process (Materials
(Evaluation Process) Implementation) Development)

Figure 2. Cyclical procedure in conducting English for FTD training

using ADDIE model

Significance of the Project

As it is an on-going second year project (from the totally three years projects) granted by the Directorate
of Higher Education, the Ministry of Education and Culture of Republic of Indonesia, thus, it is presented to
provide both theoretical and practical findings that are expected to be beneficial as a reference for the relevant
researcher and practitioner. Theoretically, it provides a new reference to conduct relevant research and English
teaching method as the result of ESP development called EFTD. Practically, it provides a new EFTD materials
that may be used for the relevant trainings. Besides, this research findings will also be used to provide theoretical
reference for the next (third year) research of my project.

References
Anonym. (2013). Buku Panduan PPM di Perguruan Tinggi Edisi IX . Jakarta: Ditlitabmas Ditjen Dikti,
Kemendikbud RI.
Bailey, Kathleen M. (2005). Practical English Language Teaching: Speaking. Singapore: McGraw Hill.
Cohen, Loui., Manion, Lawrence., and Morrison, Keith. (2000). Research Method in Education (5th eds).
London: Routledge Falmer.
Gall, Meredith. D, Joyce P. Gall, and Walter R. Borg. (2003). Educational Research: An Introduction (7th
Edition). USA: Allyn and Bacon.
Harmer, Jeremy. (2007). How to Teach English. China: Pearson Education Ltd.
Hermayawati. (2009). Developing Functional English Learning Materials for Migrant Domestic Workers
Candidates: A Paper published in Jurnal Bahasa, Sastra, dan Pengajarannya, ISSN 1693-623X Vol. 6,
No. 1, eds April 2009. Surakarta: Prodi PBI PPs UNS.
Hermayawati. (2013). Pelestarian Budaya Jawa Melalui Desain Buku Bahasa Inggris untuk Pelaku Wisata
Mancanegara Kota Yogyakarta. Yogyakarta: Roy Press.
Hutchinson T. and Waters A. (2007). English for Specific Purposes: A Learning-Centred Curriculum.
Cambridge: Cambridge University Press.
Nunan, David. & Bailey, Chaterine M. (2011). Exploring Second Language Classroom Research: Second
Philippines Edition. Cengage Learning Asia Pte. Ltd.
O’Malley, J. Michael. & Pierce, Lorraine Valdez. (1996). Authentic Assessment for English Language Learners.
USA: Addison-Wesley Publishing Company, Inc.
Rahmawati, Frisa & Hermayawati. (2011). English Materials Design Using Task-Based Language Teaching
Approach (A Developmental Study for Tourist Guides around Yogyakarta Palace). Thesis. Yogyakarta:
Ahmad Dahlan University.
Royke Sinaga. (2013). Retrieved from http://www.antaranews.com/403140/ indonesia-semakin-diminati-
wisatawan-mancanegara.
Seliger, Herbert W. (1989). Second Language Research Method. Hong Kong: Oxford University Press.
Sukmadinata, Nana Syaodih. (2007). Metode Penelitian Pendidikan. Bandung: PT. Remaja Rosdakarya.
Wilkins, D.A. (1987). Grammatical, Situational and Notional Syllabuses. Oxford: Oxford University Press.
Van Ek. (1987). The Threshold Level (extracts). Oxford: Oxford University Press.

Electronic Sources
Anonym. (2011). Alkid Sensasi Wisata Malam di Jogja. Available at http://agtourindo.wordpress.com Ritrieved
at 2011/04/15
Anonym. (2011). Art of Instructional Design. Available at http://instructionaldesignexpert.com/Art-of-
instructional-design.html. Ritrieved at 2011/04/15

st
The 61 TEFLIN International Conference, UNS Solo 2014 111
 ESP SYLLABUS: COMPROMISING NEEDS AND WANTS
IN HIGHER EDUCATION

Ismail Petrus
Sriwijaya University
ismailpetrus@yahoo.com

Abstract: Needs analysis is a device to collect the information that will become the basis for designing an
effective and efficient language course. Needs analysis may include target situation analysis, present situation
analysis, deficiency analysis, strategy analysis, and means analysis. However, needs analysis should not focus
only on learners, but should also consider “the views and roles of other stakeholders”, such as the institution,
departments, and instructors (Dudley-Evans & St. John, 1998; Frendo, 2005). This paper describes the process of
designing an ESP syllabus for undergraduate education students on the basis of the needs analysis conducted
through (a) a questionnaire given to the students, (b) interviews with the instructors and the faculty’s
management, (c) observations in the classroom, and (d) review of the documents. The data were analyzed both
quantitatively and qualitatively, and resulted in the “target needs and learning needs” (Hutchinson & Waters,
1987). Target needs include necessities, wants, and lacks; learning needs refer to what the learner needs to do in
order to learn. The results of needs analysis then became the basis for designing a syllabus. The syllabus can be
considered as a skills syllabus, which stresses on developing the reading micro-skills of the students in the
context of education.

Keywords: needs analysis, target needs, wants, skills syllabus

English at primary and secondary schools has been designed to equip the students with basic language
knowledge and skills. English for undergraduate students should therefore aim at building academic or study
skills which can help the students to digest textbooks and references as an integral part of developing
professionalism and specialization of their choice. In other words, college English should be taught as English
for Specific Purposes (ESP), not English for General Purposes (EGP). Hutchinson & Waters (1987) state that
what distinguishes General English from ESP is the awareness of a need (p. 53). Learner needs in General
English can’t be specified and as a result no attempt is usually made to discover learners’ true needs. Needs
analysis has therefore a vital role in the process of designing an ESP course for undergraduate students.
Designing an ESP syllabus involves examining needs analysis and establishing goals. It entails the
selection, grading and sequencing of the language and other content, and the division of the content into units of
manageable material. Yalden (1983) sees a syllabus as “an instrument by which the teacher … can achieve a
degree of 'fit' between the needs and aims of the learner (as social being and as individual) and the activities
which will take place in the classroom” (p.14). In general, a syllabus is “the specification of a teaching
programme or pedagogic agenda which defines a particular subject for a particular group of learners . . . a
syllabus specification, then, is concerned with both the selection and the ordering of what is to be taught”
(Widdowson, 1990, p. 127). Similarly, Nunan (1993) considers a syllabus as a process that “focus[es] more
narrowly on the selection of grading and content” (p. 8).
This paper describes the process of designing an ESP syllabus for undergraduate education students on
the basis of the needs analysis. English is a 2-credit compulsory course for the education students in the first or
second semester at the institution.

Theoretical Framework
Needs analysis refers to the activities involved in collecting information that will serve as the basis for
developing a language program that will meet the needs of a particular group of students. Johns (1991) states that
needs analysis is the first step in course design and it provides validity and relevancy for all subsequent course
design activities. Needs analysis can include: (a) target situation analysis (TSA) which is concerned with the
ultimate purpose of a language course, i.e. learner necessities or objective needs, (b) present situation analysis
(PSA) which considers existing learner knowledge, strengths and weaknesses, (c) strategy analysis which
establishes the learners’ preferences in terms of learning styles and strategies or teaching methods, (d) deficiency
analysis which estimates the learning gap between present needs and target needs, i.e. lacks or deficiencies, (e)
means analysis which examines the teaching environment where the language course is to take place and
establishes the constraints and opportunities of the course journey, and (f) language audits which include “any
large-scale exercise forming the basis of strategic decisions on language needs and training requirements carried

112 st
The 61 TEFLIN International Conference, UNS Solo 2014
out by or for individual companies, professional sectors, countries or regions” (West, 1994, p. 12). The needs
analysis in this paper includes TSA, PSA, strategy analysis, and deficiency analysis.
Hutchinson & Waters (1987) identify target needs and learning needs. Target needs refer to the student
needs in the target situation, and learning needs refer to what the students need to do in order to learn. Target
needs include necessities, lacks and wants. Necessities refer to what the students have to know in order to
function effectively in the target situation. Other experts describe necessities as needs, and Berwick (1989)
defines needs as a gap or measurable discrepancy between a current state of affairs and a desired future state.
Lacks refer to the gaps between the present situation and the target situation; and wants refer to what the students
think they need.
Holliday (1995) considers “wider social factors” as well as the “means for the whole process of
realizing a program of language training” (p. 115), while Dudley-Evans & St John (1998) scrutinize differing
perceptions held by learners and course designers along with “outsiders” and “insiders” (p. 123). Lately,
emphasis has been placed on the views and roles of the stakeholders, be they management, sponsors or human
resources departments, regarding the assessment of needs (Frendo, 2005). Similarly, Brindley (1989) believes
needs can no longer be viewed as invariable; it is now more important to perceive the needs of all the various
parties involved.
Teachers or course designers should therefore consider the needs of all the parties involved in designing a course
or syllabus. They should accommodate the needs of the institution and could not at the same time ignore the
wants of the students. This paper shows the compromise between the needs of the institution and the wants of the
students in designing an ESP syllabus on the basis of needs analysis.

Methodology
The participants of this study were 378 second-semester students of 7 study programs at a faculty of
education, 10 language instructors, 7 heads of study programs, 2 heads of departments, 2 faculty’s heads, and the
head of the university’s language institute.
The data were collected through (a) a questionnaire given to the students, (b) interviews with the
instructors and the faculty’s management, (c) observations in the classroom, and (d) review of the documents.
The data collection through questionnaire and interview was administered with a high degree of explicitness
which involved the use of formal and structured types of questions formulated in advance (Seliger & Shohamy,
1989; Sommer & Sommer, 1991). There were 10 observations in the study. The documents collected in the study
included policy documents, syllabi and lesson plans, instructional materials, and tests and student test records.
The methods of analysis employed in the study were both quantitative and qualitative. The quantitative
method of analysis was first used for assessing the responses obtained from the questionnaire; and secondly, the
qualitative analysis provided the evaluation and interpretation of the figures and insights gained from the
interviews, observations, and review of the documents.

Findings and Discussion

The needs analysis resulted in the target needs and learning needs. The target needs include necessities,
lacks, and wants; the learning needs refer to the results of strategy analysis.
The necessities could be indicated by the expectations of the language institute, the faculty’s
management and instructors, from the course. As indicated by the course objectives and its instructional
materials, the language institute clearly stresses the English course on the reading skill along with grammar and
vocabulary aspects. The results of the interview show that 10 out of 12 respondents from the faculty’s
management thought that the course should focus on reading so that the students could have easy access to
English textbooks to support their study; two others said that the students needed to improve their speaking skill
so that they could have a chance to participate in teaching at international-standard schools.
The students’ wants are reflected by the results of the questionnaire. The findings show that most
students thought that their immediate future need after they graduate would be reading from internet. Some
others mentioned informal oral interactions and reading textbooks. For the long-term future, most students
needed English for the following reasons: working with computers, personal development, communication with
non-native speakers, and reading English textbooks. The English mastery would help them to have access to
information via internet, to succeed in career and study. In terms of speaking, most students thought that oral
accuracy was significant. With regard to writing, only few students had frequently written papers.
There was some overlap between the students’ wants and the faculty’s expectations from the English
course. Both thought that reading and speaking skills were very important. The students’ need to work with
computer could be interpreted as seeking information from the internet to support their study, i.e. reading; and
oral communication with other people could be interpreted as speaking. Observations in the classroom confirmed
the students’ needs of reading and speaking as they were enthusiastic when they were asked to get information

st
The 61 TEFLIN International Conference, UNS Solo 2014 113
from the internet and to give oral presentation to the class. In terms of language aspects, both parties also
realized the importance of grammar and vocabulary mastery.
The deficiency analysis estimates the lacks of the students or the gaps between the present situation and
the necessities. The findings show that most of the students had difficulties in speaking and writing. Some others
mentioned listening and reading as difficult. Therefore, most of them considered more practice in speaking,
grammar and vocabulary besides reading and writing exercises.
The strategy analysis describes the students’ preferences in terms of learning styles and strategies or
teaching methods. The findings show that most students preferred to study English at a foreign language institute
or have English private classes. Only one third of them considered the English course at the faculty as preferable
to learn English. The students preferred to learn English in the classroom under the instructor’s guidance or work
in small groups; few preferred to study individually or work in pairs. Besides, the students preferred to be
corrected by the instructor privately after class. The students considered vocabulary and grammar exercises
would be very useful for them; some others mentioned multiple-choice exercises and discussion. Besides, the
students preferred to use printed materials, visual aids, video, and computer in learning English.
The following tables show the target needs and the learning needs.

ESP Syllabus
An ESP syllabus was designed on the basis of the target needs and learning needs. The ESP syllabus
would stress on two language skills: reading and speaking skills. The reading skill was the needs of the
institution, and the speaking skill was the wants of the students. Besides, both the institution and the students
realized the importance of grammar and vocabulary mastery to support the two language skills.
The following are the course goals, the syllabus, the materials, and the learning activities.

Course Goals
By the end of the course, the first-year undergraduate students of education study-programs will:
(1) develop the reading skill in order to be able to comprehend academic English reading materials in the
students’ own subject matter. The reading micro-skills include (a) identifying the main idea of the passage
and paragraphs, (b) recognizing the organization of ideas in the passage, (c) finding information in a graph,
chart, diagram or table, (d) finding explicit details in the passage, (e) finding implicit details in the passage,
(f) finding pronoun referents, (g) finding definitions from structural clues, (h) determining meanings from
word parts, (i) determining meanings from context, (j) determining the tone and purpose of the passage.
(2) develop the speaking skill in order to be able to give oral presentations before an audience and to respond to
questions. The presentation would include (a) organization (introduction, body, conclusion), (b)
pronunciation, and (c) fluency.
(3) understand English grammatical and vocabulary items in order to better comprehend academic English
reading materials in the students’ own subject matter

114 st
The 61 TEFLIN International Conference, UNS Solo 2014
Syllabus

Note: The course is 16 weeks long and meets once a week. Excluding 2 meetings for the mid-semester test and
the semester test, the course has 14 meetings remaining. Ten meetings will be used for the ten units of
progression to achieve the main goal (the reading skill), and the other four meetings will be for the students’
individual oral presentations of about 7 to 10 minutes (5 minutes to give an oral presentation and 2 to 5 minutes
to respond to questions)..

Materials
The core texts of the course are the reading passages in the field of education and the students’ subject-matter.
The texts are therefore a means to connect the students to their real world (in their study). To some extent,
authentic texts from the students’ textbooks might also be used in the class. The students are encouraged to
contribute the texts to the class. This will have motivational purposes, to give the students some motivation to
learn and a sense of belonging to the course.

Learning Activities
The lesson format of the course consists of the four strands suggested by Nation (2007):
(a) reading input with a meaning focus, in which the instructor explicitly explains the unit focus,
(b) language-focused learning taking up language points from the reading, in which the students learn some
grammatical and vocabulary items in a reading passage in order to better comprehend the passage,
(c) meaning-focused output, mainly reading comprehension, often involving pair and group work, in which the
students answer reading comprehension questions,
(d) fluency development through oral presentation, from a selected reading passage of the students’ own choice.
In the last four meetings before the semester test, the students would do independent activities. They would
find a subject-specific reading passage of their interest, read and comprehend the passage, rewrite it in a
certain format (introduction, body, conclusion), and then give an oral presentation in front of the class.

Conclusion
Needs analysis refers to the activities to collect the data that will become the basis for designing a
course which aims to meet the needs of learners. However, needs analysis should not only stress on learners but
also place some emphasis on the views of other stakeholders, such as the institution, departments, and instructors
(Dudley-Evans & St. John, 1998; Frendo, 2005). This paper shows the compromise between the needs of the
institution and the wants of the students in designing an ESP syllabus on the basis of needs analysis. The ESP
syllabus focuses on two language skills. The reading skill was the needs of the institution, and the speaking skill
was the wants of the students. The syllabus can be considered as a skills syllabus, which stresses on developing
the reading micro-skills of the students in the context of education.

References
Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R.K. Johnson
(Ed.), The Second Language Curriculum (pp. 48-62). Cambridge: Cambridge University Press.
Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R.K. Johnson (Ed.), The
Second Language Curriculum (pp. 63-78). Cambridge: Cambridge University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 115
Dudley-Evans, T., and St John, M.J. (1998). Development in ESP: A multi-disciplinary approach. Cambridge:
Cambridge University Press.
Frendo, E. (2005). How to Teach Business English. Harlow: Pearson Education.
Holliday, A. (1995). Assessing language needs within an institutional context: An ethnographic approach.
English for Specific Purposes, 14 (2), 115-126.
Hutchinson, T., and Waters, A. (1987). English for Specific Purposes: A learning-centred approach. Cambridge:
Cambridge University Press.
Johns, A. (1991). English for specific purposes: Its history and contribution. In M. Celce-Murcia (Ed), Teaching
English as a Second or Foreign Language (pp 67-77). Boston, MA: Heinle & Heinle.
Nation, I.S.P. (2007). The four strands. Innovation in Language Learning and Teaching, 1 (1), 1-12.
Nunan, D. (1993). Task-based syllabus design: Selecting grading and sequencing tasks. In S.M. Gass & G.
Crookes (Eds.), Tasks in a Pedagogical Context (pp. 55-66). Clevedon: Multilingual Matters.
Seliger, H.W., and Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.
Sommer, B., and Sommer, R. (1991). A practical guide to behavioral research. Oxford: Oxford University
Press.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27 (1): 1-19.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
Yalden, J. (1983). The communicative syllabus: Evolution, design and implementation. Cambridge: Cambridge
University Press.

116 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NEEDS ANALYSIS OF INDONESIAN FRESHMEN’S WRITING
AT UNIVERSITY OF INDONESIA: PROBLEMS AND SOLUTIONS

Istianah Ramadani
Lembaga Bahasa Internasional FIB UI

Abstract: Indonesian university students have limited background knowledge about writing in English. They do
not have enough exposure to writing when they are in high school, since the focus in the high school curriculum
is on the rerceptive skills – listening and reading. Writing is limited to producing loose sentences, while the skill
to develop ideas is not developed. These limitations hamper their writing skills in higher education and cause
problems when they study English for Academic Purposes at the university. This study focuses on the inadequate
writing skills of freshmen at the University of Indonesia and what should ideally be done to address the issues. In
an attempt to analyze what students need to develop ideas as well as writing skills, an analysis toward their
writing has been done. To further find information about their writing background, a sixteen-item questionnaire
was completed by 50 students at the University of Indonesia. The study concludes that students need to be
facilitated more to write since they are in high school.

Keywords: writing process, practice, exposure

As English is an international language, a lot of people need to learn it. Usually teachers focus more on
teaching spoken language as well as reading and put little emphasis on teaching writing. They argue that
teaching writing consumes time and can be problematic especially for disorganized students. Writing becomes
the last skill they teach because it is a challenging and complex skill. According to Harmer (2004), spoken
language is acquired naturally as a result of being exposed to it, whereas the ability to write has to be consciously
learned. Because of those reasons, some teachers legitimate not to teach writing. However, given as a global
language, more people need to learn to write in English to support their occupation or study. Therefore, writing
has become a much more important subject to be taught in the second or foreign language curriculum (Leki,
1994 in Lestari, 2008).
At the University of Indonesia, students are required to take English for Academic Purposes in their
first year of study. In this course, to improve their writing skills, they have to write several compositions such as
paragraphs and essays. Unfortunately, they meet difficulties when they write. The challenges are not only in
grammar but also in organizing and developing ideas and in maintaining paragraph unity. These students feel
insecure and are unwilling to write because they think they are unable to complete writing tasks successfully.
Thus, the results of their writing assignments are not satisfactory.
It is a fact that writing is a difficult skill even in their first language. Harmer (2004) said that teaching
writing was about helping students to communicate real messages in an appropriate manner; therefore, training
students to write demands the care and attention of language teachers. He continued saying that being able to
write was a vital skill for ‘speakers’ of a foreign language. Considering those situations, students need to get
more writing exposures and practice since they are in high school to support their writing skill when taking
academic writing in higher education, and to help them produce readers-friendly English passages. To improve
further their skills in writing, it is prudent to have writing process approaches when teaching them either in high
school or at university level.
In school, writing assignments are more to display writing, of which the teacher is the sole reader. The
writing itself is only to display one’s knowledge. Here, writing is used as writing-for-learning role where
students write mainly to enhance their grammar and vocabulary learning of the language. However, this type of
writing is designed to help learn the language and it does not have a counterpart in the real world (Rubin, 1994).
Hence, we need to give them opportunity to write as writing-for-writing, where students are able to study written
text in order to become better writers. By given appropriate time, the students can become better writers by
developing efficient processes for achieving the final writing product.

Methods
To identify what the challenges that they have when writing are, their writing products were analyzed,
and a sixteen-item questionnaire was distributed to fifty freshmen students. They were asked questions,
regarding their writing skills background, to find out whether their limitations in writing were affected by their
lack of writing exposure when they were in high school.

st
The 61 TEFLIN International Conference, UNS Solo 2014 117
Sample Paragraphs
Paragraph 1: source Romaesa, rewritten as original
Music is part of my world. Various genres of music I like, for example pop, dangdut, rap, R & B,
reggae, jazz. At any time I want to play music, even when sick though. I mostly make my music alone is to sing
my songs themselves. The music is like my life path winding. I understand more than just the benefits of music.
music is to entertain the tired body and mind. More than the music gives us peace of mind. Music is able to give
us the spirit to live this life. But music can show you the wrong way if you do not understand the meaning of the
music.
Paragraph 2: source Frederick, rewritten as original
So many people think that music gives a lot of benefits to human being. In fact, as we can see that when
there were times someone had a bad day, he will prefer to listen to the music to relieve all of the burdens he
faced. For me, music does not only give a refreshment, but also extends a lot of spaces for us to improve our art
interests. Not only we become creative, but also we will try to pay attention to the music patterns carefully and
make an effort to play the songs with musical instruments. On the other hand, music can give a negative effect to
adolescent this ages. For instance, students who are too fascinated with music will get influenced in his study's
achievement. Therefore, this kind of students have had bad marks and usually do not focus in class.

Result and Discussion

Challenges in Students’ Writing
In academic writing there is common academic context. Students who write in academic settings have
to master the concepts and contents of their subject area as well as develop an ability to express themselves
effectively and appropriately in the foreign language (Tribble, 1996). Also, writing in EAP follows certain kinds
of text construction. One of the academic skills that they need to master is a different range of display writing
techniques. Writing is produced and mediated through writers’ experiences of prior discourse. If they do not
have the experience of writing academic texts when they are in high school, this will become a limitation.
In sample paragraph 1, apart from her limitation in structure, she has many redundancies and unrelated
sentences. According to Brown (1994), writers must learn how to remove redundancy and how to combine
sentences and much more. Her writing is strongly influenced by the nature of her first language. Writing is a
culturally bound activity of one’s language. Writers have their sets of culturally defined criteria and ideas of
good writing that is based on their prior cultural or social experiences. Connor (1996) also suggested that L2
writers draw on a range of cross-linguistic and cross-cultural influences at the sentence, paragraph, and textual
level. Linguistically and culturally bound assumptions about the nature and purposes of written texts can transfer
from one language to another. She explained that ESL students when they write, they attend or attempt to
translate their first language words, phrases and organization to English.
Kaplan (1966) once noted that different languages and cultures have different patterns of written
discourse. He investigated L2 writing teaching and developed contrastive rhetoric. Contrastive rhetoric identifies
problems in composition encountered by L2 writers and by referring to the rhetorical strategies of the L1. Kaplan
Contrastive rhetoric maintains that language and writing are cultural phenomena. Each language has rhetorical
conventions unique to it. Writers have certain preconception about writing which they have learned in their own
cultures and which may be inappropriate in native English-speaking settings (Hyland, 2002). Kaplan’s thesis in
contrastive rhetoric showed that English proceeds in a straight line while oriental writing moves in a spiraling
line. The nature of Indonesian writing style resembles a spiraling line, where the development of ideas goes
circling, thus creating redundancy. The concept of ‘good writing’ in the society is that writers produce as many
sentences as possible. The more sentences they produce, the more able writers they are considered. However,
this is unacceptable in English rhetoric which demands clarity.
In sample paragraph 2, even though the writer shows his competence in grammar, unfortunately his
organization is poor. In this paragraph, he has three ideas: benefits of music to human beings, benefits of music
to himself, and the negative effects of music to humans. Brown (1994) stated that writing is a thinking process
and learned behavior; therefore, we need to regard writing as a cultural activity, and to engage students in the
writing process. Because writing is learned, rather than taught, providing sufficient training in the process of
writing combined with practice in display writing can help the students to deal with the organization of ideas.

Answers to the Writing Challenges of Students

Although the respondents responded that they were taught to write a paragraph when they were at
school, it seemed they did not get much training. The high school curriculum for 2013-2014 puts teaching
writing in its syllabi of the second and third grade. For example, in the second grade, students are instructed to
write a simple factual report about nature, animals, or things, but, unfortunately, for the assessment criteria such
as organizing and developing areas are not included. To minimize the problems that occur in their writing, there
are some suggestions that can be considered and done.

118 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The first thing that can be done to help students improve their writing is by giving them more input and
exposure since they are in high school. People write on different topics and purposes that will determine the style
and the genre of the text. Thus, students need to be made aware of how that works in English in order that they
can choose and use language appropriately. A major part of the teacher’s job is to expose students to language so
that they can use it later. Teachers can get them to look at the versions of some academic writing texts and let
them identify any similarities of construction. Rather than modeling the practices of experts, it seeks to offer
students a guiding framework for producing texts by raising their awareness of the connections between forms,
purposes and participant roles in specific social contexts (Hall and Gollin in Hyland, 2002).
Those exposures can become inputs for them as they present authentic samples of the language to
which the learners are exposed (Ellis, 1997). Learners posses cognitive mechanism which enable them to extract
information about the L2 from the input. Learning takes place when learners have the opportunity to practice
giving correct response to a given stimulus, and they imitate models of correct language. Language learning
takes a long time, for languages are complex systems. Each system is different and requires reorganization of
thinking, lots of exposure, and a great amount of practice (Rubin, 1994).
Another solution that can be considered is adapting the writing process approach when they take EAP
at the university. The process approach is to give students a chance to think as they write. It focuses on the
process writing that leads to the final written products, helps student writers to understand their own composing
process, helps them to build repertoires of strategies for prewriting, drafting, and rewriting, gives student time to
write and rewrite, places central importance on the process of revision, lets students discover what they want to
say as they write, and gives students feedback throughout the composing process (Shih 1986 in Brown 1994).
Process writing approaches tend to be framed in 3 stages of writing: prewriting, drafting, and revising. The
prewriting stage encourages the generating ideas: reading extensively a passage brainstorming, listing,
discussing a topic, and free writing. By doing those processes, students will be fully aware of their strengths and
weaknesses. Furthermore, those activities will build students writing habit that eventually makes them feel
comfortable writing in English. The more students write the better and more fluent they become as writers. They
develop their range of written expression and write with greater ease and decrease their anxiety.
In EAP at University of Indonesia, students are assumed that they have developed competencies in
English writing. Yet, teachers find a lot of learners who may not have learned to write effectively even in their
L1. In this case, they need more time for planning and editing. Thus, it needs the writing process approach that
has four elements: planning, drafting, editing, and final revision. Also teachers need to take into account giving
more exposures. This can involve exposing students to a variety of texts within the relevant target genre. Those
offer pedagogically useful information for guiding students to greater control of organization and style of their
texts (Hyland, 2002).
Holts (1995) in Brown (1994) designed a course; Writ 101, as a solution for undergraduate to build an
awareness of genre by composing through a series of core assignments. It focuses on the formal features of
academic registers and disciplinary genres to develop techniques for generating, drafting, revising, and
responding to a variety of texts. It seeks to give process a classroom presence and adopt many of the principles
of a process approach to writing. It emphasizes the importance of engaging students in a recursive process of
planning, drafting, reviewing, evaluating, and revising. Considerable emphasis is laid on helping students
become aware of writing as a series of stages in order to help them compose free of the distraction of achieving
correctness and completeness as they write.

Conclusion
Learning a language is a long process that consumes time. Because teaching writing is not easy, it
becomes the last skill to be taught. As a result, many students are not familiar with the organization of English
texts. It causes problems when they take English for Academic Purposes in higher Education. They face
difficulties in organizing and developing ideas. They do not know how to present their ideas and how to arrange
them in appropriate constructions. Their writing is also affected by the writing nature in their L1. They tend to
write in spiraling manner; thus; the message is not well delivered and confusing. Those limitations hold them
back to write, and every time they write, they feel anxious to produce a good piece of writing.
To facilitate them, teachers need to introduce a wide range of English academic texts since they are in
high school. Getting more exposure will build their writing competencies and their confidence. Giving more
writing practice will train them to use acceptable English rhetoric. To produce a good text also needs a process.
Teachers can use writing process approach whenever they teach writing. Although the process is long, the result
is worth the effort.

st
The 61 TEFLIN International Conference, UNS Solo 2014 119
References
Brown, H.D. 1994. Teaching By Principles: An Interactive Approach to Language Pedagogy. New Jersey:
Prentice-Hall
Connor, U. 1996. Chontrastive Rhetoric Cross-Cultural Aspects of Second Language Writing. Cambridge.
Cambridge University Press
Ellis, R. 1997. The Study of Second Language Acquisition. New York: Oxford
University Press
Harmer, J. 2004. How to Teach Writing. England: Pearson Education
Harmer, J. 1998. How to Teach English. England: Longman Limited
Hyland, K. 2002. Teaching and Researching: Writing. London: Pearson Education
Laksmi, E.D. 2006. Scaffolding Students’ Writing in EFL Class: Implementing Process Approach. TEFLIN
Journal, Volume 17(2), 144-156
Lestari, L.A. 2008. Interactional Approach to the Teaching of Writing And Its Implication for Second Language
Acquisition. TEFLIN Journal 19(1), 42-56
Rickett, D.1982 Preparing High School Students for College Composition. Journal of Teaching Writing, Volume
1(2), 171-177
Rubin, J & Thompson, I. 1994. How to Be a More Successful Language Learner. Heinle and Heinle Publishers.
Tribble, C. 1996. Language Teaching: Writing. Oxford: Oxford University Press.

120 st
The 61 TEFLIN International Conference, UNS Solo 2014
 A NEEDS ANALYSIS OF DEAF AND HARD-OF-HEARING STUDENTS
IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
AT INCLUSIVE HIGHER EDUCATION

Iswahyuni, Dian Inayati

Universitas Brawijaya

Abstract: due to the challenges faced by deaf and hard-of-hearing (D/HH) students and language teachers in
foreign language instruction at inclusive university, a needs analysis in this area becomes crucial. The current
study aimed at (i) identifying barriers faced by D/HH students in learning English as a foreign language at
higher education, and (ii) analyzing their needs to help them cope with their English learning. This qualitative
study was conducted at a state university in Indonesia involving six D/HH students, one English teacher, two
interpreters, and one tutor as the subjects. The data were collected through participant observations, semi-
structured interviews, andquestionnaires. To obtain dependable and credible data, a triangulation of sources and
methods was performed. It reveals that the barriers hindered by the D/HH studentsfrom successful language
learning could beclassified into external and internal barriers. Such barriers as lack of English proficient
interpreters and students’ low effort refer to the former and latter, respectively. Next, these barriers were
transformed into internal and external needs that should be fulfilled to assist their learning. The results of this
study may bring fruitful implications for language teachers to conduct classroom activities anduniversities to
provide support service accessible for D/HH students.

Keywords:needs, deaf and hard-of-hearing students, English as a Foreign Language, barriers

As the Government granted access for students with disabilities to inclusive education, their number
pursuing higher education has been gradually ascending. In Indonesia, for instance, there was merely 0.94%
students with disabilities pursuing higher education in 2009 (Marjuki, n.y), while according to the data from
SBMPTN (Committee for Student Admission Selection Test to State Universities in Indonesia), the number of
young adults with disabilities applying to state universities has increased from 148 people in 2013 to 193 people
in 2014(Harahap, 2014). Although this number is insignificant compared to the number of those not pursuing
tertiary education, the trend tends to rise. Of all the students with disabilities attending universities, the number
of deaf and hard-of-hearing (D/HH) students is relatively significant. Since its declaration as the first inclusive
university in Indonesia in 2012, Universitas Brawijaya has admitted 36 students with disabilities, 27 of whom
were the D/HH students(PSLD, 2013).
As university students, D/HH people must meet with expectations and standards applied by university
just like their hearing peers, one of which is the fluent mastery of English particularly in non-English speaking
countries. English mastery becomes a university requirement for all students attending higher education in
Indonesia because of the prominent role this language plays in academic as well as work settings. While this is
still a challenge for most hearing students learning English in non-English speaking countries, a much greater
challenge is obviously faced by D/HH students mainly due to their linguistic barriers(Barnes et al., 2007). These
barriers may eventually lead to their lack of active participation in classroom activities and discussion, which
adversely influences their academic success (Antia et al., 2006).
Likewise, the language teachers, who are commonly untrained to teach D/HH students, might cope
withsimilar problems in teaching them the target language.Their lack of awareness on D/HH students’
characteristics might lead to giving them inappropriate treatment, which may hinder their learning(Stinson and
Antia, 1999). Despite the strategies and methods proposed (see Brokop and Persall, 2010; Clymer and Berent,
2007; Fukuda, 2009;Westwood, 2009)in helping teachers deal with D/HH students’ communication skills in
their EFL class, teachers of English in general still find it difficult to handle this class where D/HH students are
enrolling.
Few studies focusing on EFL teaching for D/HH students at inclusive education have been conducted.
Freel et al. (2011) investigated the role of American Sign Language (ASL) as a bridge in understanding English
reading texts, which shows positive relationship between D/HH people’s ASL proficiency and their English
reading skills. Since all the undergraduate participants involved here utilized ASL at young age, this study failed
to mention whether the same principle applies to those whose native language is neither ASL nor English and
learn ASLat a later ageas in the case of D/HH people living outside the United States.
The most current one was conducted by Szymanski et al. (2013).They investigated the needs of D/HH
students by identifying their barriers from the perspectives of not only D/HH students themselves, but also of
hearing individuals from diverse backgrounds, roles, and geographic locations, eighty-five percent of whom

st
The 61 TEFLIN International Conference, UNS Solo 2014 121
have experienced in dealing with D/HH students. This quantitative survey study, however, did not specifically
highlight the needs of D/HH students in a particular school setting, such as in an EFL class. Thus, the current
study is worth investigatingsince there has been no study focusing on the needs of D/HH students in learning
EFL particularly at higher education context.
Prior to analyzing the needs of D/HH students in learning EFL athigher education, it is necessaryto
identify the barriers that D/HH students face in learning English. This study,thus, aims at two folds: (i) to
identify the barriers that deaf and hard-of-hearing (D/HH) students in learning English as a foreign language at
higher education; and (ii) to analyze the deaf and hard-of-hearing students’ needs,transformed from their
barriers, to help them cope with their English learning.

Methods
This is a needs analysis-based study employing a qualitative approach aiming at identifying the barriers
and the needs of the D/HH students in learning English at higher education. A qualitative approach was
employed due to the diverse methodsand sources of the data, so that rich and in-depth description of the data
could be obtained. Furthermore, this approach was used to fill in the gap of the previous study utilizing a
quantitative survey (see Szymanski et al., 2013)
Six D/HH under graduate students from the Fine Arts Program of Universitas Brawijaya in Indonesia
were chosen to participate in this study. The reasonfor this choice was because all of these students have been
taught in the same EFL class by the researcher, which eased the observation and data analysis process. Another
reason was because five of them were all in the same class, and thus it would be easier to observe their
participation and interaction not only among their non-hearing group, but also with their hearing peers and
interpreter(s). Each of the students comes from diverse family, hearing level, and educational backgrounds, and
thus receives different language treatment.
Since the researcher also played the teacher role in this class, participant observation was employed for
one semester period in this study. During observations, the researcher did some note-taking whose data later
would be used as the basis to design the questionnaire as well as the interview questions. The documents
collected during classroom activities, such as students’ portfolios, tests, scores, were also taken into account for
analysis. At the end of the class, these students were given a questionnaire regarding their barriers and needs in
learning English. Due to their limited literacy skills, some of their answers were quite incomprehensible, so
semi-structured interviews were also conducted to some of them, mediated by an interpreter, to gain more
clarification as well as consistency of their answers.
These data were then compared and checked for further clarification by collecting more data from
different sources. In this study, one teacher of English, two interpreters, and one tutor were also interviewed to
identify their roles in the D/HH students’ English learning, the students’ barriers, and needs from each of the
interviewees’ perspectives. These data obtained from various sources and methods were then triangulated to gain
more dependable and credible data (Long, 2005).

Findings
Based on the questionnaires, interviews, and observations, it was foundthat three of the D/HH students
show better English proficiency than the others. However, all of them admitted that they still find barriers in
learning English that could be classified into external and internal. These barriers are later transformed into
internal and external needs, which will be further elaborated at discussion.

Internal barriers
The first barrier is related to the literacy skills in which most D/HH students show low English literacy
skills comparing to the hearing students. Although they have studied English in high school, they still find
difficulties in comprehending texts and constructing sentences. Both the sentence structure and the vocabulary
are considered to be complicated for them as found in a response from the questionnaire by one D/HH student
when asked about how well she is in English literacy:
“membuatkalimatbisa, tetapitidakpaham”
[I can make a sentence (in English), but I don’t understand what it means].
This is also supported by her English scores in literacy activities. She got the lowest score in the class
among the hearing as well as the non-hearing peers.
The second barrier is the learning effort. Based on the questionnaire, it could be identified that those
who have better literacy are those who tend to have considerable effort in learning,such as using internet to read
English texts and joining English tutorial in campus. They also carry dictionary either the digital or printed one
to aid learning. The others, however, merely study English in class and rely on the interpreter. They never even
use dictionary while learning and seem to have less social interaction, especially with the hearing peers. Based
on the observation, it was found that theybarely interacted with the hearing. During presentation session, for

122 st
The 61 TEFLIN International Conference, UNS Solo 2014
example, when they had to work in pairs with the hearing peer, they tended to be more passive than their hearing
partner.
Finally, in terms of internal barriers, D/HH students seem to have low participation in support service
which is provided by Study and Service Center for Disabled Students (PSLD). There is a tutor who gives
English tutorial for all disabled students in the university. Yet, only those with high motivation join the tutorial.
Among sixD/HH students, there is only one student regularlyattends the program, whereas the rest argued that
their absence was due to a timetable clash. However, the tutor assumed thatit is the low motivation that may
hinder them from joining.

External barriers
Related to external barriers, it was found that thedifficult material becomes one of thebarriers. Since it is
English for Specific Purposes(ESP) for Fine Arts, the topics are about arts which cover aspects of arts, history of
arts, schools of art, art works, and artists. Thus, there are many technical terms related to this area of study
covered. While they are still struggling with general vocabulary, it becomes a challengefor D/HH studentsto deal
with technical vocabulary.
The second barrier is the lack of visual media. The fact that D/HH students cannot produce or hear
utterances makes them easier to study by using visual media. Pictures and films with subtitles help them to
understand thematerials. Yet, not all of them are available in such forms. Based on the questionnaire, almost all
of them emphasized the need of visual media and dictionary to learn English.
Interpreters proficientin English arealso crucial in English class since it influences the quality of
translation. By using Indonesian sign language (Bisindo), the interpreter transfers what the lecturer says in
English. The interpreters argue that they are not supposed to make D/HH students understand the material;
instead, they only interpret what the teacher says.However, due to the limited number of interpreters having
good English proficiency, which is confirmed by the interpreters from the interview, it was revealedduring
several classroom observationsthat the D/HH students were assisted by an interpreter having low English
proficiency, which might impact on their interpretation.
Another barrier is the English teacher’s readiness having D/HH students in her class. It is common
knowledge that teachers prepare syllabus and materials before the semester starts, assuming that these are
applicable for hearing students. However, it became an uneasy task for the teacher under study to deal with
D/HH students after knowing that several of them also enrolled her class at the first meeting. Being worried
about the appropriate teaching strategy, material, and assessment method that can be applied for both the hearing
and D/HH students may influence the teaching performance as well as the classroom atmosphere.

Discussion
Every D/HH student has different proficiency which is caused by some factors. The way the family
communicates with them and the communication treatment treated at schools they used to attend might also play
a role in shaping their language proficiency (Freel et al., 2011;Szymanski et al., 2013). As found from the
questionnaire and observations, those who attended inclusive high schools tend to be more independent than
those who did not because there was no interpreter who helped them interact with the peers and teachers and
thusreceived the same treatment as other hearing students. Treating disabled students as equals has been one of
the goals of inclusive education, which may help to minimize the discrepancies between the disabled and non-
disabled and eventually increase their career opportunities (OECD, 2011).
Because they had to communicate with their hearing peers and teachers, these D/HH students seemed
to have considerably good language proficiency and communication skills.This may not be the case with those
from special high school for disabled, however, where much tolerance in learning given by the teacher might
play a role in their learning and communication barriers at inclusive university, as admitted by two of D/HH
students under study. Consequently, those having these problems seemed to less participate in classroom
activities and discussion, which adversely influences their academic success (Antia et al., 2006). This is not to
say that all students graduated from this special school must have more language and communication barriers
than those from inclusive school, but it is the language treatment applied to the D/HH students by the school’s
teacher that might be the issue. The case of one D/HH student as one of the subjects of this research whose
English literacy skills is good despite her enrolment in special high school might indicate that this is not a
general case. Apart from this, professional and trained teachers and tutors are crucial to help meet the needs of
D/HH students with their language proficiency and communication skill by providing English tutorials that
should be attended by all D/HH students.
Next, more trainings for interpreters as well as D/HH students need to be conducted by introducing
them to American Sign Language (ASL) due to its influence in helping to improve students’ English literacy
skills (see Freel et al., 2011), although further research in this area is still worth conducting.

st
The 61 TEFLIN International Conference, UNS Solo 2014 123
 Finally, since it was found that visual media may help D/HH students to understand the material, its
use is highly recommended. In a language class, the use of films and pictures may stimulate their understanding
of context. This is in line with Pritchard’s (2004) suggesting better results in language learning by enhancing
pupils’ interaction opportunities using video phones, video letters, and IT.

Conclusions
The success of EFL learning for D/HH students in an inclusive class is supported by several aspects.
The family support is the most important one because it mainly helps students’ self-development and
proficiency, which then influences their ability in higher education. Almost all of the barriers found were related
to the support that the students get. However, it will show better result when D/HH student also have high
motivation and effort to develop themselves.
After conducting this needs analysis, some suggestions are provided. Because English is a compulsory
subject, English tutorial should be a compulsory program for D/HH students which is important to minimize the
discrepancy of the language competence in the university and that in high school, and thus the dependence on
interpreters could be lessened. It is also crucial to enhance teachers’ awareness on D/HH students to help them
cope with their learning. Lastly, since this study only focuses on the needs of D/HH students in learning English,
further studies may elaborate it into suitable teaching method, materials, and assessment.

References
Antia, S., Sabers, D., & Stinson, M. (2006).Validity and reliability of the classroom participation questionnaire
with deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf
Education.12(2), 158-171.
Barnes, L., Harrington, F. J., Williams, J., & Atherton, M. (2007).Deaf Students in Higher Education: Current
Resealrch and Practice.London: Douglas McLean.
Brokop, F., & Persall, B. (2010).Writing Strategies for Learners who are Deaf. Edmonton: Nor Quest College.
Clymer, E. W., & Berent, G. P. (2007). English for International Deaf Students: Technologies for Teacher
Training and Classroom Instruction. Retrieved 29 April 2014 from
www.pen.ntid.rit.edu/newdownloads/resources/documents/other/EngTech.pdf
Freel, B. L., Clark, M. D., Anderson, M. L., Gilbert, G. L., Musyoka, M. M., & Hauser, P. C. (2011). Deaf
individuals' bilingual abilities: American sign language proficiency, reading skills, and family
characteristics. Psychology, 2(1), 18-23.
Fukuda, S. (2009). Support for deaf students in ESL/EFL conversation classes. Retrieved 29 April 2014
fromhttp://iteslj.org/Techniques/Fukuda-DeafStudents.html
Harahap, R. (2014). Tren SBMPTN 2014 Naik dari Tahun Lalu. Retrieved 17 June 2014, from
http://pemilu.okezone.com/read/2014/06/17/560/1000199/tren-sbmptn-2014-naik-dari-tahun-lalu
Long, M. (2005). Methodological issues in learner needs analysis research. In M. Long (Ed.), Second language
needs analysis (pp. 19-18). Cambridge: Cambridge University Press.
Marjuki.(n.y). Penyandang cacat berdasarkan klasifikasi ICF.Kepala Badan Penelitian dan Pendidikan,
Kemensos RI.
OECD.(2011). Inclusion of Students with Disabilities in Tertiary Education and Employment.Education and
Training Policy, OECD Publishing.
Pritchard, P. (2004). TEFL for Deaf Pupils in Norwegian Bilingual Schools: Can Deaf Primary School Pupils
Acquire a Foreign Sign Language?An unpublished thesis. Trondheim: Norwegian University of
Science & Technology.
PSLD.(2013). Data Penerimaan Mahasiswa Berkebutuhan Khusus. Malang: Universitas Brawijaya, Pusat Studi
dan Layanan Disabilitas.
Stinson, M., & Antia, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive
settings.Journal of Deaf Studies and Deaf Education.4(3), 163-175.
Szymanski, C., Lutz, L., Shahan, C., & Gala, N. (2013).Critical Needs of Students Who are Deaf and Hard of
Hearing: A Public Input Summary. Washington, DC: Gallaudet University, Laurent Clerc National
Deaf Education Center.
Westwood, P. (2009). What Teachers Need to Know about Students with Disabilities. Victoria: ACER Press.

124 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ASSESSING THE NEEDS OF THE COLLEGE STUDENTS OF THE HOTEL
AND RESTAURANT DEPARTMENT IN ENGLISH COMPETENCES
FOR INTERNATIONAL CAREERS WITHIN ASEAN COUNTRIES

Kun Aniroh Muhrofi Gunadi

kun.aniroh@gmail.com

Abstract:English as a tool for communication in the globalized world has lead to the need to shift the focus of
the teaching orientation. The teaching of English should shift from General English (GE) to Specific English
(SP). This anticipates the follow-up action of the ASEAN Community in 2015 on the agreement of the
movement of five areas: free flow of goods, services, investment,capital and free flow of skilled labors. So,
preparing the students to have international careers within ASEAN is one of the responsibilities of the English
lecturers. This research aims to assess the needs of English competences in the supervisory to managerial levels.
The method is basically qualitative with some data collected quantitatively through observations, interviews,
questionnaires, and focused group discussion from hotel supervisors and managers. Data were qualitatively and
quantitatively analyzed. The results reveal several English competences in language skills required in hotel
workplaces. Also, several language functions in language skills to function in certain roles and responsibilities in
managerial and supervisory levels are discovered. Several topics relevant to the roles and responsibilities in hotel
context as contents are also identified. Some suggestions for future work are offered.

Keywords:needs, English competences, ASEAN, students of hotel and tourism

Introduction
According to an official speech by the Minister of Creative Economy, Marie ElkaPangestu,at a
HildiktipariConference in Bandung, 13May 2014, the number ofinternational tourists visiting Indonesia by area
in 2013 reached 1.087 billion visitors, and this visitis 5% greater compared to international tourists’visit in 2012
figuring at 1.035 billion tourists. TheASEAN area is consideredto be the fastest growing tourism industry in the
world: 8.2% during the period of 2005-2012, compared to global growth of 3.6 percent in 2013. ASEAN grew
12 % and reached92.7 million tourists compared to global growth of 5 %. Indonesia ranks the fourth position in
the number of tourist arrival in 2013, figuring at 8.044.462 tourists. The tourists who visited Indonesia are from
the main market of intra ASEAN Singapore, Malaysia and Australia. This shows that the ASEAN area is the
most promising destination as seen from the number of tourists’ arrival which undoubtedly has a significant
impact on the economic growth.
Based on the blueprint of the ASEAN Economic Community 2013,there are agreements among the
ASEAN countries in the fields of free flow of goods, services, capitals, and investment, as well as skilled
labors.In the field of free flow of skilled labors, there is a policy to facilitate the issuance of visas and
employment passes for ASEAN professionals and skilled labors. Specifically the policies are strengthening
cooperation among ASEAN University Network members to increase mobility for both students and staff within
the region, developing core competencies and qualifications for occupational jobs and trained skills required in
the priority services sectors and other service sectors. The third one is strengthening the research capabilities of
each ASEAN Member Countries in terms of promoting skills, job placements and developing labor market
information networks among ASEAN Member Countries (henceforth AMC). Based on that policy, education
institutions have to prepare their human resources to have international competitive advantages to meet the needs
of the global market. The tourism sector is the priority, besides health, on-line services, logistics and airline
services.
English as what Graddol states (2007) is growing to be a lingua franca, and now it really is obvious in
ASEAN countries. To take part in the ASEAN Economic Community Education,institutions specifically English
Department are supposed to anticipate by reevaluating their ESP curriculum so that they meet the needs of the
priority sectors to equip the students to compete in AMC. Hotel and Tourism Colleges anticipate it by preparing
studentsof all levels: craft, supervisory and managerialto compete inAMC. The first requirement for those levels
is solid mastery of ESP.Therefore,toprepare ESP courses that meet the needs for job qualifications already
provided in Indonesia, the National Work Competence Standard has to be introduced to and referred to by
Tourism Colleges and English Education Institution Management which can be accommodated in ESP.
English competences will be of the first requirement for competing in the position of anyemployment
opportunity in AMC. Among the ten AMC, Indonesia is the most populous country; however in terms of the
number of skilled laborbased on Human Development Index, Indonesia is below neighboring countries:
Singapore, Brunei, Malaysia, Thailand and Philippines (Aritonang, 2013www.thejakartapost.com/news/2013).

The 61st TEFLIN International Conference, UNS Solo 2014 125

Indirectly this situationis linked to the human resources’ English mastery in those countries. Singapore,Brunei,
Malaysia, and the Philippines use English as the official language and in those countries English has the position
as a second language.The early introduction of English to young learners even is enhanced. ASEAN will be the
global market and English will be used as a language for communicationand a language for five important
sectors:tourism, health, logistics, airline, and on-line services.To Indonesians, English is not the only problem
but also soft skills and the certification on the job qualifications. Certificates of the campus without having a job
certification will not be much of use in meeting the requirements of the job vacancy in AMC. Indonesia has to
prepare its human resources and actions have to be made to take part in ASEAN Economic
Community(Muhrofi-Gunadi, 2013)
The present study aims atassessing the college students’ needs of English competences in the area of
supervisory to managerial levels.More specifically, the present study tries to reveal these concerns: what context
of situation of language use managers function, what English skill is needed most, what level of formality is
English used, and what language functions are needed most in each language skill.

Methods
The present study employs a qualitative designwith some data collected quantitatively through
observation, interviews, questionnaires, and focused group discussion from hotel supervisors.The study was
conducted on December 2012 and July 2013.
In needs assessment, data needed were collected from different sources: hotel general managers (GMs),
hotel department supervisors. In relation to focusgroup discussion with hotel supervisors,the data presented
arelimited to the data of hotel department supervisors. The current study involved 3 (three) general managers
(GMs) of each of four -star hotels who are selected on purpose basesand 5(five) supervisors involved in the
present study in thefour -star hotels as the target of this present study. These hotels are located in Indonesia and
Malaysia.Data collection was performed through interviews and observations which are aimed mainly at
identifying the roles and responsibilities of general managers, channels of communication, degree of formality in
which the communication progresses, language functions utilized. In addition to these, the context of situation in
which the roles and the responsibilities that general managers assume is also identified.Data were qualitatively
and quantitatively analyzed.

Findings
The needs assessment of data of hotel department supervisors involves hotel supervisors in different
hotel departments. These hotel supervisors, who have the responsibilities in their corresponding hotel
departments, are Front Office Managers, Executive Housekeepers, Food and Beverage Managers, Marketing
Managers, and Human Resource Managers.
In general it was revealed that hotel general managers assume the roles and responsibilities as follows:
stating the philosophy of a hotel, stating the target, stating the quality standards, maintaining productivity and
profitability, guiding the staffs, and supporting staffs to have higher career. The context in which the hotel
managers execute their roles and responsibilities includes different situations as meeting, briefing, socializing the
program, site visit monitoring, and informal gathering. The channel of communication that hotel managers
utilize in different contexts of situation also differs in terms of type and intensity. The channels that are utilized
include listening, speaking, reading, andwriting. However, the intensity varies, ranging from listening (40%),
speaking (40%), reading (10%), and writing (40%). In different contexts the managers also employ different
degree of formality. However, two types of formal and informal language are utilized. In terms of language
functions, the hotel managers serving as the data source of the present study also employed different language
functions to function in different roles and responsibilities. These include explaining, directing, suggesting,
agreeing, disagreeing and reporting.
FocusGroup Discussions(FGDs) were conducted by discussing the result of the study in with (5) five hotel
supervisors.There were some useful comments. First,Englishwas highly needed for their careers. They had to be
able to express many kindsofjobin English in the workplace.This is because in some hotels specifically in chain
hotels the staffs aremulti-cultural. In listening and speaking however what they needed is not only about hotel
matters but also how to speak politely using appropriate gesturesor body language when speaking with the
superior and the guests. The intonations, the volume of the voice, the eye contact,the facial expression are
important in communication. They also had the comments of how to speak politely in the situation wherethey
werein the condition of under pressure. There was always a peak timeon the day and in the week and the peak
seasons on holidays.

Discussion
With a varying degree,language skills:listening, speaking, reading and writinghave high roles in many
kinds of duties and responsibilities with the priority skills in Listening and Speaking.Reading and Writing are the

126 The 61st TEFLIN International Conference, UNS Solo 2014

next priorities. The content of the four skillsarequite specific in the hotel fields.However, in the everyday
communication in the workplace they are not sufficient. Soft skills in speaking and listening, and job
certificationsare important requirements too.
The compelling situation is a non-technical matter including soft skillsthat also need a lot of practice.
The person who is in the condition of under pressure when serving the guests is of course has to listen and to
speak to the guests. The non-technical skills accompanying listening and speaking has to be seriously
considered. The empathy is needed.They must put themselves in the customers’ shoes and should make every
attempt to understand his / her personality, behavior, attitude and actions.The Indian hospitality industry setting
international footprints, demand or employees with the right soft skills is certainly of the high congruence today
with the Indian hospitality industry setting international footprints, demand or employees with the right soft
skills is certainly of the high demand (Rao,2009). To have soft skill capability needs a lot of practice in the work
place. Internship is the right way to train the trainees. The research finding of the students who had internship for
six months to one year revealed that most trainees could work for 12 hours, were emotionally controllable, had
a high confidence in handling guests, had better grooming and performance, and finally had the impact on better
English mastery(Muhrofi-Gunadi,2011).
English is growing to be a lingua franca, and now it is now taking place in ASEAN Countries(Graddol,
2007). To take part in the ASEAN Economic Community Education institution specifically English Department
is supposed to anticipate by reevaluating an ESP curriculum that meets the needs of the priority sectors to equip
the students to compete in AMC. Free flow of goods and services and sectors will influence the way how
education institute arranges the curriculum. The education institution needs collaboration with Indonesia
Professional Certificationand the Industry. Fortunately this has been anticipated by authority of the Hotel and
most Tourism Colleges in the craft, supervisory and managerial levelsto compete in AMC. The first requirement
for those levels is ESP, therefore preparing ESP that meet the needs for job qualifications that are already
provided in Indonesia National Work Competence Standard has to be acknowledged and referred by Tourism
Colleges and English Education Institution Management which can be accommodated in ESP.
Socialization of the certification specifically the 5 sectors has to be continuously promoted and there
should be a quick action. The statement of Minister of Education and Culture on the ASEAN FreeTrade Area as
there are still many professions have not been certified including engineers, teachers and doctors need not to be
worried provided that related departments sit together to find solution and action(SertifikasiProfesi, Kompas 6
juli 2014). In tourism sectors for tourist guide though it has been prepared since 2004, and has been socialized
since then has not been reached the local tour guides in the world tourist destinationMountBromo National Park.
Of 100 local tour guides they did not meet the standards but after the training 32 the local tour guides meet the
standards of SKKNI (Supriadi and Muhrofi-Gunadi, 2014).The key factors are socialization, training, and joining
competency standards examination.
Figure 1 outlines the proposed model for collaboration in order to help the students in taking part in
ASEAN Economic Community.
ASEAN ECONOMIC COMMUNITY 2015
Free Flow Sector

Good Services Investme Capital Skilled

-nt Labor Tourism Health Airline On Line Logistic
Services

INDUSTRY EDUCATION INSTITUION IPCA

Indonesia Professional Certification Authoruty

COLLABORATION

ENGLISH TOURISM
DEPARTMENT DEPARTMENT

LANGUAGE CONTENT

COLLABORATION

ESP
English for Special
Purpose

MATERIALS
DEVELOPMENT

JOB QUALIFICATIONS
/SKKNI

Figure 1 Proposed Model of Collaboration to Take Part in ASEAN Economic Community 2015 (Synthesized
from a number of sources)

Conclusion and Suggestion

Indonesia together with other member ASEANcountries have made the agreement in ASEAN
Economic Community.This has a big consequence in preparing human resources in the primary five sectors and
free flows of goods, services, capital, investment and skilled labors. Education institution is responsible to

st
The 61 TEFLIN International Conference, UNS Solo 2014 127
support it by redefining the curriculum and preparing the job qualification. The result of the assessments of
English competences in the forms of language and specific hotel content is still not sufficient. TOEIC and job
certifications are also needed in the workplace. What the education has to do is equipping the students with the
right requirements based on the ASEAN Economic Community Standard or SKKNI. To meet this, education
institutionsare supposed to collaborate.To provide the students with such an access,English Department could
collaborate with Tourism Department and Indonesia Professional Certification Authority and the related
industry.
International tourism is very close to English use and the collaboration will be of a great advantage in
enhancing the quality of human resources both the students of English Department and Tourism by revitalizing
ESP and at the same time Tourism Department will share the content of manyareas of tourism in the hospitality
sectors and other related tourism sectors. This of course needs a shift in teaching from EGP to ESP. The facts
indicate that ESP is now highly inevitably needed. The birth of Content Based Instruction and Content Language
Integrated Learning in TEFL demonstrates that content is considered obligatory not compatible.
As for future researchers,theyare expected to conduct further studies using other variables of elements
of SKKNI of hotel and tourism or hospitality and restaurants by specifying only on a certain level, for example,
the one only for senior staff with multi skills or examining the use of the elements of Asia-Indonesian food, and
develop them into instructional materials. This will not only help the students’ quality but also take part in
maintaining Indonesia Food Heritage and promoting internationally.

References
Aritonang, M.S. 2013. RI makes progress in HDI, but still below regional average The Jakarta Post, Jakarta
National Sat, March 16, 2013.Available at http://www.thejakartapost.com/news/2013/03/16/ri-makes-
progress-hdi-still-below-regional-average.html.
ASEAN Economic Community Blueprint. 2013. Jakarta: DirektoratJenderalKerjasama ASEAN
KementerianLuarNegeri RI.
Casa Del Rio Hotel, Concorde Shah Alam,Melacca and Kualalumpur. June 2014. Official Notes of MOU
between Merdeka University of Malang and Casa Del Rio,Melacca.
Graddol, D. 2007. English Next.The English Company (UK) Ltd.
Investing in HR, Kompas, 6 July 2014
Rao, S.R. 2009.Soft Skills Needed in Hospitality Sector. Available at http://www.citeman.com/6608-soft-skills-
needed-in-hospitality-sector.html#ixzz36dbW5WHg
Muhrofi-Gunadi, K.A.2009.ESP :From English as A General Subject on to English as a Specific Subject :The
Need to Shift on the Teaching Orientation .TEFLIN Journal, Volume 2, August 2009.ISSN 021573 X.
Muhrofi-Gunadi, K.A. 2011.Dampak On-the Job Training
MahasiswadiLuarNegeripadaStrategiPembelajaranBahasaInggrisdanKemampuanSoft Skills.
JurnalIlmuBahasadanSastra.Volume 6, Nomor 1, April 2011, ISSN 1693-4725.
Muhrofi-Gunadi, K.A. 2013.ESP:Anticipating Indonesia Qualification FrameworkFromContent Compatible to
Content Obligatory. Proceeding of the1st ELITE Conference.Vol.2 On English Language Teaching
Issues, ISBN 976-602-1290-01-9.
Pangestu, M.E. 2014.Kesiapan Indonesia Menghadapi ASEAN Economic Community 2015 di
BidangPariwisatadanEkonomiKreatif.DisampaikanpadaMunasHILDIKTIPARI(The Association of
Indonesia Tourism Higher Education),Bandung 13 Mei 2014.
Supriadi, B and Muhrofi-Gunadi, K.A.2014. The Profile of Tour Guides’ Competence Viewed from ASEAN
Competency Standards.Proceeding of the 1st International Symposium on Regional Sustainable
Development. Merdeka University of Malang ISBN 978-979-3220-32-1
StandarKompetensiKerjaNasional Indonesia or SKKNI(2008).
(http://www.depnakertrans.go.id/uploads/doc/).

128 st
The 61 TEFLIN International Conference, UNS Solo 2014
 This research aims to assess the college students’ needs of English competences from the supervisory to
managerial levels. The research design is basically qualitative with some data collected quantitatively
through observations, interviews, questionnaires, and focused group discussion from hotel supervisors
and managers. Data were qualitatively and quantitatively analyzed. The results reveal several English
competences in language skills required in hotel workplaces. Also, several language functions in
language skills to function in certain roles and responsibilities in managerial and supervisory levels are
discovered. Several topics relevant to the roles and responsibilities in hotel context as contents are also
identified. Some suggestions for future work are offered.

Key words:needs, English competences, ASEAN, students of hotel and tourism

st
The 61 TEFLIN International Conference, UNS Solo 2014 129
 THE ROLE OF NEED ANALYSIS IN TEACHING ESP FOR NURSING

M. Mujtaba Mitra Z.
The State University of Surabaya (UNESA)
mitrazuana@gmail.com

Abstract: this paper emphasizes the significant role of need analysis in teaching ESP for nursing. Teaching ESP
for nursing cannot be separated from the analysis of the learners’ needs to join the course, because they have
their own purpose in studying English. The expectation is really different from general course learners. Dealing
with the appropriate purpose is really crucial. It has impact in creating syllabus and lesson plan for the course.
The need analysis explores the subjects mainly concerns. Indeed, this paper explores more in target needs and
learning needs as basic foundation of the course. Questionnaires, interviews, and informal consultations with
learners are used to gather information of this study. The research finds out majority of the students are willing
to get improvement in speaking skill especially for practical communication and vocabulary mastery of nursing/
medical terminologies. Here, the model of need analysis for creating ESP syllabus and lesson plan for nursing is
shown. At last, the benefit of this paper is to get clear description of maximizing the role of need analysis for
creating effective course design for nursing.

Keywords: needs analysis, teaching ESP for nursing

Introduction
Globalization has made English spoken all over the world to communicate in business, technology,
education, entertainment, sports (Phillipson, 1992:6) and even research findings (Swales, 1995). People
accesing any resources do need English to get what they want. Therefore the role of English nowadays is as
lingua franca in many aspects especially in medical setting. This situation has a consequency that mastering
English is a must to communicate with other people. The language then developes into some area related to the
context of communication including English for Specific Purposes (ESP). Hyland (2000) states English for
Specific Purposes (ESP) is considered as inovative and vibrant area of language teaching which gets influenced
from development of English. It means ESP brings new innovation to create English learning more interested
and place the learners as the subject of teaching and learning not as he object.
ESP here focuses on what nurses actually do with language. In this sense, everything in the teaching
and learning process should help the nurses as learners use their learning strategies in order to meet their learning
goals. Achieving learning goals is becoming emphasizing in ESP. It makes the difference between ESP and other
courses. In order to do this, ESP curricula developers are encouraged to involve learners in making of curricula
from the beginning focusing on what their learning needs are and how they learn (Hutchinson & Waters, 1987).
Furtheremore, Dudley-Evans (2001) state ESP figures out what learners need to do with English, which
of the skills they need to master and how well, and what genres they need to learn. It means those basic
questions should be investigated and more attention should be given to the basic reason why the learners want to
learn the language in the curriculum development process (Hutchinson & Waters, 1987). If the developers do so,
it will be possible to design responsive programs to learners’ need (Richards, 1990). The responsive programs
can help the nurses get their needs and improvement goals during the course.
The nurses’ motivation and success are enhanced since the curriculum content, materials, and teaching
approaches match their perceived and actual needs, therefore learning is promoted (Weddle & Van Duzer,
1997). Moreover, Hutchinson and Waters (1987) states if learners’ needs are not taken into consideration in the
process of curriculum development, this may cause gaps between actual and desired performance of learners and
as a result learners feel discouraged towards the course.
Considering the fact above, maximizing the role of need analysis is really crucial for nurse course.
Crystal (2003) states that English has become the world dominant language of medicine and technology. An
appropriate curricula accomodating nurses’ needs and goals is a must to help the nurses have English proficiency
which is in line with demand of the era.

Needs Analysis
Hutchinson & Waters (1992) define needs analysis as the basis of ‘necessities’ and ‘wants’ to classify
between what the learners have to know and what the learners feel they need to know. The focus here is on the
‘lacks’ that represent the gap between the required proficiency in the target situation and the existing proficiency
of the learners. This definition views language needs as a process of negotiation between the learners and the
responsive program which will be designed. In addition, Witkin and Altschuld (1995) define needs analysis as a

130 st
The 61 TEFLIN International Conference, UNS Solo 2014
systematic set of procedures undertaken for the purpose of setting priorities and making decisions about
programs or organizational improvement and allocation of resources. This definition almost have same definition
emphasizing how the course fills the ‘gap’ of needs between the current state of affairs and the desired state of
affairs.
More importantly, Brown (1995) identifies the term needs analysis as the activities involved in
gathering information that will serve as the basis for developing a curriculum which meet the learning needs of a
particular group of students. Once identified, needs can be stated in terms of goals and objectives which, in turn,
can serve as the bases for developing tests, materials, teaching activities, and evaluation strategies. The purpose
is to fill the ‘gap’ of what a language program ‘lacks’. This definition draws a line between needs analysis and
evaluation. Needs analysis aims at determining the needs for a defined group of people, while an evaluation
determines to what extent a program meets these needs. In a similar way, Soriano (1995) indicates that needs
analysis collects and analyzes data to determine what learners ‘want’ and ‘need’ to learn, while an evaluation
measures the effectiveness of a program to meet the needs of the learners.
From the definition above, ‘necessities’,’lacks’, ‘wants’, and ‘gaps’ are the main points reflecting the
concept of need analysis. It is important to obtain as much information as possible from the learners about their
professional and linguistic backgrounds, their preferred learning styles, learning strategies, their motivation, and
their willingness to attend classes, do homework, and commit themselves to learning. Learners’ linguistic
proficiency and the lacks can also be discovered by using tests and analyzing their scores in order to shape the
syllabus and provide for quality teaching and teaching materials. Meetings, interviews, and commitments should
be reached between the language institution mandating the course and the instructors in order to decide on
infrastructure, technology, support, and training related to teaching and learning process.
By identifying these aspects (‘necessities’,’lacks’, ‘wants’, and ‘gaps’), curricula-designers can write
the course objectives, make decisions on what to include in the syllabus or for example, what functions, topics,
vocabulary, and other language procedures should be given emphasis over others that learners already master.
Once the syllabus is in place, then decisions about how to teach it and when to teach it should be made. This in
turn will lead curricula-designers to design and create or adapt teaching materials that would cater to the
learners’ linguistics needs, which in turn will shape testing of language learning. This is precisely the reason why
it is often said that needs analysis drives the making of a curriculum.
In summary, a needs analysis exercise must be given a special attention and always be carefully
conducted. It should be conducted in a way that would enable curricula-designers obtain a high-quality product
that would not only allow the mandating institution fulfill its educational mission, but in the end empower
learners through the acquisition of language that would help them reach their linguistic, professional, and
personal goals.

Method
This study describes naturally need analysis application to explore learners’ necessities, lacks, gaps, and
wants in order to be able to create a good syllabus and lesson plan for nursing. The researcher conducted at a
course in East Java. The participants consisted of 20 nurses working in a hospital. They are all female nurses.
To collect data, questionnaires and interview were used since they are easy to use and more practical.
Questionnaires were used to identify the percentages of participants’ perception then interview was used to get
deeper information about learners’ perception. Thus more comprehensive analysis will be shown.

Results and Discussion

Firstly, participants were asked about percentage of using English while working in work place.
Data gathered from this question reveals that, the participants’ perceptions are varied. Almost 60% of
respondents reported that they used English not more than 40 % and the rest are 40 % to 50 % to communicate at
the workplace. It can be undertood because English in Indonesia is still as a foreign language. They only use
English when communicating with patients from other countries. However, to increase the quality of human
resources in facing globalization era which put English as lingua franca (Phillipson, 1992:6), the nurses are
supposed to be able to master English well.
In addition, the percentage of using English books and journal were also identified. The question only
need answer yes/no. For books, almost 14 participants (70%) answered yes and 30% said no. Similarly, there
were 14 participants (70%) answered yes for journal. This happens because their literatures are mostly from
English. They get difficulties to find Indonesian journals concerning with medical case since many researches
are dominated by western researchers.

st
The 61 TEFLIN International Conference, UNS Solo 2014 131
 Figure 1 English Book and Journal/ Article Usage

Secondly is the English usefulness. Here, participants were asked about the usefulness English related
to their work. The data reported almost 80 % of participants answered English is very useful and 20 % reported
unuseful. From the finding, it means that English has an important role in their daily work since English has
significant influence in medicine and technology (Crystal, 2003). Furthermore, the participants need English to
understand any research finding and articles related to their job (Swales, 1995).
The following is the respondents’ perception to rank of the four skills in terms of their importance.
Speaking was ranked as the most important skill by (95%) of respondents followed by Reading at 50% and
Writing at 25%. Listening received 20 % as the least important skill. In speaking, responses were similar with 19
respondents (95%) judging their need of English to communicate orally as very much. In reading
comprehension, 10 respondents (50%) also expressed that they needed to understand written language very well.
In writing, 5 respondents (25%) believed they needed to develop their writing ability very much. Regarding
Listening, 14 respondents (64%) believed they needed English very much to be able to understand oral
utterances very well in order to be considered proficient. As can be seen in Table 1 below, speaking is the ability
they believed they needed to develop more than the others. For vocabulary (85%), pronunciation (63%), and
grammar (72%), respondents answered that they needed to develop these abilities very much as well.
Vocabulary, pronunciation, and grammar are expected to support the four skills that becoming the focus of
program. These figures show that at least in terms of the four main language abilities, respondents believed they
needed a help to develop their proficiency level to reach their professional goals.

Table 1. The Important Skills

Not at all Little Some Very much
Listening 0% 10% 70% 20%
Reading 0% 0% 50% 50%
Speaking 0% 0% 5% 95%
Writing 0% 0% 75% 25%
Vocabulary 0% 0% 15% 85%
Grammar 0% 10% 65 % 25%
Pronunciation 0% 0% 20 % 80%

The last is the respondents’ beliefs of how much English for nursing they thought they needed in order
to function linguistically in a nursing course and in a position in the hospital. The question was designed to
include different language procedures in terms of listening, reading, speaking, and writing closely related to the
field of nursing. Respondents were asked how much English they believed they needed in order to carry out
nursing duties in the hospital setting.

132 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Table 2. The influence of English to Their Tasks
Not at all Little Some Very much
Understanding doctors’ instructions 0 0 5 15
Understanding patients’ requests 0 0 5 15
Describing medical procedures 0 0 7 13
Giving reports to other nurses/doctors 0 0 6 14
Taking notes 0 0 16 4
General Introduction (Who Am I) 0 0 0 20
Describing People and Job (Job within the 0 0 3 17
hospital)
Asking and showing direction in the hospital 0 0 2 18
Asking patient’s condition 0 0 0 20
Giving instruction 0 0 0 20
Offering Things or Services 0 0 1 19
Giving advice 0 0 4 16
Expressing thanking 0 0 0 20
Letter writing (emails, memos and faxes) 0 0 15 5
Forms and applications 0 0 9 11
Research 0 0 14 6
Using computers 0 0 10 10

The table above indicates that productive skill (speaking) is the main focus of respondents. These
findings might be different from other research stating that receptive skill is the most important (Alinezhad &
Gholami, 2012). However, condition and situation are different from one area to others. The demand of the
nurses in this study is productive skill. The regulation of workplace influences all members to speak English in a
certain situation depend on the schedule created by management of the hospital. The regulation is held to face
the recent situation placing English as lingua franca.
Regarding with reading and writing skills, seven activities were examined. They were concerned with
letter writing (emails, memos and faxes), forms and applications, research, taking notes/reports, and using
computers. The majority of the respondents felt it was important to have a high level of proficiency in reading
and writing skills to conduct these activities. This suggests that students in medical professions need to acquire a
high level of the reading and writing skills to be prepared for their professional lives. By having good
competence in both reading and writing, the nurses’ problems with English book and journal can be anticipated.
Somehow, respondents considered all English language skills to be important to conduct their jobs
effectively. Though productive skills were viewed as more important than receptive skills, practically integration
among the four skills can’t be neglected in teaching and learning process. There are some combinations during
performing the materials in order to avoid gaps of the skills. Therefore, activities in an English program should
reflect situations similar to what the medical students will encounter in their future careers. For example, reading
and writing courses should use authentic materials from the medical environment representing each profession
instead of using generic materials covering the whole range of the medical field. Listening and speaking courses
should contain dialogues instead of individual word repetition.

Conclusion
The role of need analysis is clearly urgent to design responsive program covering nurses’ needs and
their target needs. The program should be match with the needs and perceived of nurses in order to achieve the
expectation of the nurses and demand of nowadays situation. The four aspects (‘necessities’,’lacks’, ‘wants’, and
‘gaps’) which becoming the focus of the program are overcome by conducting needs analysis. Similarly,
Christison and Krahnke (1986) believe designing curriculum in language programs for academic preparation
can’t be separated from empirical data reflecting the most significant benefit to learners not only institution and
teaching personnel’s experience.
This study reveals any information about the nurses’ capacity and characteristic, the responsive
program which is expected, and the improvement goal. The majority of participants prefer productive skills
(speaking) to receptive skills in the program. The demand and regulation of their workplace have significant
influence in creating curriculum and materials. Therefore, the results of this study can be used as consideration to
create appropriate materials for nurses to achieve the goals of program which have been negotiated between the
participants and curricula-designers.

st
The 61 TEFLIN International Conference, UNS Solo 2014 133
References
Alinezhad, Afsaneh & Gholami, Javad. (2012). English language needs analysis of nursing students and nursing
practitioners in Urmia. International Journal of Physical and Social Sciences, 2(7) 404-423.
Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development.
Boston: Heinle & Heinle.
Christison, M. A., & Krahnke, K. (1986). Student perceptions of academic language study. TESOL Quarterly,
2(1), 61-81.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Dudley-Evans, T. & St. John, M. (2002). Developments in ESP: multidisciplinary approach. Cambridge, Great
Britain: Cambridge University Press.
Hyland, K. (2000). Book review of developments in English for Specific Purposes: A multi-disciplinary
approach. English for Specific Purposes, 19(10) 297-307.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning Centered Approach. New York:
Cambridge University Press.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Richards, J. C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
Soriano, F. I., & University of Michigan, School of Social Work. (1995). Conducting Needs Assessments: A
Multidisciplinary Approach. Thousand Oaks: Sage Publications.
Swales, J. M. (1995). Genre Analysis. Cambridge: Cambridge University Press.
Weddle, K. S. & Van Duzer, C. (1997). Needs Assessment for Adult ESL Learners. In ERIC Digest. ED407882.
Witkin, B. R., & Altschuld, J. W. (1995). Planning and Conducting Needs Assessments: A Practical Guide.
Thousand Oaks: Sage Publications.

134 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE IMPORTANCE OF NEEDS ANALYSIS IN ESP MATERIALS DESIGN
FOR HOTELS AND RESTAURANTS TRAINING PROGRAM

Made Budiarsa
Udyana University, Bali
made_budiarsa@yahoo.com

Abstract: this writing is aimed at discussing the issues about the important role of needs analysis in relation to
the development of ESP training program materials. The ESP materials will be prepared for those people who
are working at the international Hotels and Restaurants. Before deciding the ESP learning needs for target
situation, the important question may be asked is that “What the knowledge and abilities will the learners require
in order to be able to perform in the target situation” (Hutchinson, 1987). To answer this question appropriately
it is essential to know why the language is needed and how the learners will use the language. The main theory
underlies this writing is English for Special Purposes (ESP). The reason for choosing this theory is that the
hotel’s employees need specific English to study rather than general one. The approach, method, and techniques
used depend entirely on what the learners need to use the language for. In this case, the communicative approach
in language teaching is really needed by the learners in order to develop their communicative competence.
The role of needs analysis is very important to be taken into consideration before designing ESP training
program syllabus, but other factors called frame factors analysis are also very important. These factors will
determine the success of the training program. The importance use of jargon in ESP must also be taken into
consideration. The results from needs analysis will tell us why the learners need to learn English. Besides, the
ESP teachers need to find out the threshold level of the target learners by gathering the information in order to
know from where the lesson must be started and how it will be taught. And more importantly we need to know
who they are going to use the language with in real life situation.

Keywords: needs analysis, ESP, jargons, communicative competence

Introduction
What issue is currently being debated? To begin with, this paper is aimed at discussing the importance
of needs analysis in ESP training program. ESP is an approach used by those who involve themselves to
language teaching which has certain aims in order to meet the learners need for particular purposes. The main
issue is currently being debated in relation to the needs analysis for the teaching of English for specific purposes
is that most teachers and curriculum designers think that need analysis is the only one factor that can facilitate
and the success of training program. As what has been understood that the need analysis is only used to find out
why learners need to learn the language; for what reasons the language they study to be used and where the
language to be used; whether in formal or informal situation.
Having known those needs and then the curriculum or syllabus designers are able to specify what
aspects of specific language to be put in the syllabus in order to fulfill the needs of the learners for developing
communication skills. The relative importance of frame factors analysis such as the availability of facilities and
skillful language trainers or a special learning attitude for those international hotels and food service staff
towards the success of English language training program have also been a much debated issue nowadays.
As stated by Hutchinson (1987:21) in his book, in designing an ESP course, it is a matter of asking
question in order to provide a reason basis for the subsequent process of syllabus design, materials writing,
classroom teaching and evaluation. The question should be asked is a very wide range of question is that whether
general and specific language course, theoretical and practical. If the questions can be answered then the
important points need to be taken into consideration, in this particular situation, is that language description,
theories of learning, and need analysis. Language description must also be founded in a theory of language.
A theory of language learning in turn must ultimately derive from a theory of language, and a theory of
learning. There is no question but those teaching needs to be based on the best possible description of language
being taught. The language description is the way in which the language system is broken down and described
for the purposes of learning. It is also important to note that theories of learning are not necessarily confined to
how people learn language. It is really important to understand the main features of each of these descriptions in
order to consider how they can be used most appropriately in ESP courses.
The developments in theoretical bases of language teaching are indicating a need to pay more attention
to the individual learner with specific learning needs. In relation to the needs of international hotel and restaurant
employees a demand is generated as a result for courses which would equip particular learners with the
necessary skills to carry out particular task in English. The English is needed to be used in particular situation

st
The 61 TEFLIN International Conference, UNS Solo 2014 135
especially for dealing with hotels’ customers. The situation where English language will be used is in the
international hotel’s restaurant and other outlets which need specific short of language to be used for
communication. The specific English is that of words related to the use of jargons which normally used in
relation to the specific area in the hotel compounds. These jargons will be the problem faced by the English
teachers who are not accustomed to use these kinds of jargons in their daily general English teaching situation.
Therefore, the teachers who teach English for specific purposes need also to study the terms which are normally
used in the hotel. By doing so, it would be much easier for them to carry out the teaching process to the hotel
employees.
As it has been mentioned earlier, besides the importance of needs analysis it also needs to be taken into
account the availability of facilities which are called the frame factors analysis. This will support the success of
the teaching and learning process. Without having these facilities available, the result is that whatever good the
syllabus which has been designed for the learners, the learning process will never achieve its desired goal.

Theoretical Framework
As we have already known that English language teaching experts and methodologists who designed
ESP training program materials not only had a convincing theory of ESP to draw upon but they were also
working closely with psychological knowledge in order to have ideas of behavioral psychology. The success of
an ESP course depends upon several factors, the most important of which is the teacher. How will the teacher
manages his or her classroom using the materials which have already designed. Psychologically the positive
attitude of the ESP teachers also play an important role for the learners success.
According to Stern (1983:182) a language teaching theory expresses or implies answers to question
about the nature of language. The questions relate language teaching theory directly to theoretical linguistics. In
terms of learning process in ESP classroom it is important to understand about how the learning will be achieved
and what learning theory will be used to underlie the course of materials presented to the learners. In relation to
this, the result of needs analysis will be the key to determine the language materials. And more importantly is
that how these materials are organized in order to meet with what the learners need to achieve within the short
and long terms goal.
The psychological of learning in the textbooks of educational psychology usually represents a broad and
to some extent intuitive interpretation of learning from these two of sources: the theoretical and experimental
studies of learning and applied investigations of specific learning problem (Stern, 1983:309). Furthermore he
states that catagories of the psychology of learning, commonly applied to formal educational activities, refer to
(a) leaners characteristics, (b) different kinds of learning, (c) the learning process, and (d) outcomes of learning.
Learners characteristic can further be explained as their abilities, personalities, attitudes, and motivations. These
factors cannot be seperated with one and another because they are very closely related in the process of teaching
and learning.
As teachers of English as a foreign language we must realise that the influence of motivation, inner and
outer motivation and attitudes upon success in ESP learning program is widely acknowledged. Especially in
using English as a means of communication in international hotels and food beverage service situation. It really
related to the idea of social interactions in the form of service encounters. Theoretically jargons related to the
lexical items used in ESP teaching situation are very often found as the stumbling block for the teaching of
English in specific situation, such as in food service at international restaurants. Most teachers of English as a
foreign language lack of the content knowledge of what are usually used in international hotel and food service.
In food service, the content knowledge in the form of jargons related to the food and beverage terms are often
difficult for those teachers who involve in the teaching of English in international restaurants. Consequently, the
important point is that the teacher must be aware of these obstacles before the ESP training program is carried
out.
The terms jargons are often used almost interchangeably to refer to language of a particular
occupational group. It is also generally called that jargons as the label for vocabulary peculier to some field;
occupational sociolect (Katamba, 1996). These jargons are often out of the English teachers understanding and
result in problem to unpack the meaning of the expressions.

How the Theory Informs Current Practice

In teaching ESP especially in service encounters according to Kandampully at al (2001:86) are complex
affairs, not least because the social contact between guests and cutomers carries a variety of expectations. The
language they use to communicate must satisfy the immediate demands of the guests they serve. Customers
desire satisfaction in terms of their immediate purpose for the interaction such as ordering the food and beverage
in international hotel restaurants. They also desire to be treated in polite and appropriate manner using good
expressions of English.

136 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The trainers or the language teachers are the key figures for the success of ESP course in this sort of
situation. They play a prime role in affecting learners progress in using English in a specific situation. They also
hoped to be able to encourage all leaners to be actively participate using the language the study in real life
situation. In order to develop the ESP teachers ability in their teaching process they are not only expected to be
able to base their knowledge on the need analysis only but also the understanding of related jargons to the
subject being taught.

1. Presentation of Key Features of the Theory

Whatever language is taught for specific purposes which is related to service encounter the aim is to
develop what Hymes (1972) referred to as communicative competence. Especially if we are dealing with the
teaching of food and beverage service staff like in the food and beverage service encounter. The most
importance point is that by the end of the course of study the learners are expected to be able to use the languge
they have already studied in real life communication.
As we know that language is a system for the expression of meaning and its primary function of
language is the interaction and communication (Richards, 1986:71). The key features of the theory is that how
the teachers teach the specific learners to use English in their work place situation correctly, meaningfully, and in
polite manners. As we know that in hospitality industry like in international hotels and restaurants, food and
beverage service the quality of service and level of customers satisfaction will be highly dependent upon how
they can use their language expressions appropriately according to the house rules of the industry. These must be
taken into consideration by the teachers in order to achieve the goal of the ESP training program. We have
already realized that teaching language, whatever it is, is thought of as developing a set of performance skills in
the leaner, and the syllabuses are often designed in terms of skills being taught.

2. Implication of the Theory for Best Practice

To sump up what has been discussed previously; the most important implication of the theory being
discussed is that the teacher of English as a foreign language, especially for those who are dealing with the
teaching of ESP must be aware of how to determine the learners’ needs before designing the syllabus.
As sated by widdowson (1984:177) if a group of leaners’ needs for the language can be accurately
specified, then this specification can be used to determine the content of language program that will meet the
needs of the leaners for specific purposes. Furthermore, when the purpose for which the target language is
required can be identified, the syllabus specification is directly derivable from the prior identification of the
communication needs of that particular participant (Munby 1978:218).
The importance of needs analysis, again is not the olny factor that determines the success of the
language teaching program, but there is another important factor as what has been mentioned previously is that
the frame factor analysis. Besides the ESP teachers must have the knowledge of related jargons to the specific
subject being taught.

Bibliography
Bell, R. T. 1981. An Introduction to Applied Linguistics Approach and Methods in Language Teaching.
London: Batsford Academic and Education Ltd.
Basturkmen, H. 2010. Developing Courses in English for Specific Purposes. Great Britain: Antony Rowe,
Chippenham and Eastbourne.
Candlin, C.N. 1981. The Communicative Teaching of English Principles and an Exercise Typology. Harlow
Essex. Longman Group Ltd.
Harmer, J. 1983. The Practice of English Language Teaching. London: Longman Group Limited.
Hatch, E.M. 1983. Psycholinguistics a Second Language Perspective. Rowley: Newbury House Publisher,Inc.
Hutchinson, T., and Water, A. 1987. English for Specific Purposes. Cambridge: Cambridge University Press.
Paltridge, B. and Starfield, S. (Edittor). 2013. The Handbook of English for Specific Purposes. Oxford: John
Wiley & Sons, Ltd.
Richards, J.C., and Rodgers, T.S. 1986. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press.
Widdowson, H.G. 1984. Exploration in Applied Linguistics 2. Oxford: Oxford University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 137
 NATIVE-LIKE ACCENT: A MYTH OR A GOAL?
A STUDY ON LEARNER PREFERENCES FOR ENGLISH ACCENTS

Monica Ella Harendita

Universitas Sanata Dharma
monica.harendita@gmail.com

Abstract: the issue of English as an International Language (EIL) has been a long debate in contemporary
English language teaching (Holliday, 2005). As an international language, a wide variety of Englishes is
developed in different parts of the world. This concept challenges the widely-accepted view on Native-
speakerism and offers learners with alternative models in their English language practices (Lippi-Green, 2003;
Golombek & Jordan, 2005). Thus, this study intends to take a closer look at learners’ view on English accents
that often become a site of struggle for adult learners of English. Open-ended questionnaires were distributed to
students of Pronunciation classes in Universitas Sanata Dharma to dig out their perspectives and opinions about
their preferred accents. The data suggest that while the participants disclosed their awareness of some varieties of
accents, they were still in favour of the so-called British and American accents, which are widely considered as
native English accents. Their preference was mostly based on their familiarity of both accents. Furthermore, the
difficulties they faced in getting those accents suggest that getting a native-like accent is actually problematic yet
desirable at the same time.

Keywords: World Englishes, Accent, Learner preference

Introduction
In Indonesia, where English is a foreign language, learners of English often struggle with both English
sounds, such as consonants and diphthongs, and English suprasegmental features, such as intonation, stress, and
accents. While dealing with sounds is indeed problematic for Indonesian learners as some sounds in English do
QRWH[LVWLQWKHLUPRWKHUWRQJXHVHJYDQGșFRSLQJZLWKWKHVXSUDVHJPHQWDOIHDWXUHVPLJKWPDNH(QJOLVK
pronunciation more challenging.
Of suprasegmental features, accent –defined as one’s way of speaking– may be one of the most
complex issues. In the case of Indonesia, English language learners may have developed their accents as they
have acquired their mother tongue. Their accents, of course, influence their English language learning.
Therefore, speaking a native-like accent seems impractical. Although changing one’s way of speaking might
seem unrealistic for some people, getting a particular English accent might be a goal for some English language
learners.
In regard to the trend in English language learning, the issue of English as an International Language
has been a long debate (Holliday, 2005). As an international language, a wide variety of Englishes is developed
in different parts of the world. This concept challenges the widely-accepted view on Native-speakerism and
offers learners with alternative models in their English language practices (Lippi-Green, 2003; Golombek &
Jordan, 2005).
The next question is then: which accent should students learn? This question may get intricate answers
especially due to the vast development of World Englishes. This question, however, may be answered if teachers
understand which accents are preferred by the students. Thus, this study aims at answering these two questions:
1) what varieties of English accents are preferred by students?, 2) what difficulties do they find in getting their
preferred accents?

Review of Related Literature

Accents in an English as a Foreign Language (EFL) class, particularly a Pronunciation class, may be a
problematic issue raised by English teachers. Dauer (2005) addresses a significant issue within this matter. She
states that English consists of many varieties and Standard English taught in schools is basically a written
language, not an accent. Thus, “the first question any pronunciation teacher must address is, what accent should
I teach?” (Dauer, 2005, p. 543).
While Dauer (2005) underlines the issue of which accent to teach, Golombek and Jordan (2005) assert
that today’s Pronunciation class should aim for intelligibility instead of native English accents. They maintain
that “pronunciation pedagogy has made strides toward creating a more realistic definition of intelligibility--
one that reflects the belief that sounding like a native speaker is neither possible nor desirable” (Golombek
& Jordan, 2005, p. 513). Thus, one – particularly an EFL learner - should not aim for having a native-like accent.

138 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Yet, other studies have shown how accents and opportunities have an intricate interplay. In this case,
one who does not speak a native-like accent might find it more difficult to get opportunities in a country in
which English is the first language, e.g. the United States. Looking at accent-reduction among some immigrants
in the United States, Newman (2002) contends that despite correct English grammar, unintelligible accents equal
to fewer opportunities. He further states that “the distinction between accent and unintelligibility creates a zone
of anxiety for foreigners, not just for poor immigrants but for techies, doctors, and college teachers who want
nothing to hinder their chances here. The way they speak English- even grammatically perfect English - can
shape the course of their lives”. Newman (2002) also underlines how accent can be a strong identity marker. It
can show which race a person belongs to, as well as his national and regional origin, class, and education.
Therefore, a stereotype may arise (Lippi-Green, 1997, as cited in Golombek & Jordan, 2005). Newman (2002, p.
62) also contends that an accent is “a conventional tool for quick judgment”. Thus, having an intelligible accent,
a person may be considered speaking bad English.
The studies of EFL learners’ perceptions of accents can shed a light on how certain accents are
perceived. A study by Scales, Wennerstrom, Richard, and Wu (2006) about English language learners’
perceptions of accents found that more than half of the participants’ goal was to sound like an English native
speaker although the participants did not identify some English accents correctly. The study showed that this
inconsistency was due to “an idealized conception of what the native accent aspired to actually sounds like”
(Scales et al., 2006, p. 715). In short, the study suggests that English language students have some sort of
preference for native English accents and have certain idea of how the native accents should sound.
Although accents may not interfere with comprehension, accents tend to be closely related to attitudes.
In her study of the effects of Korean elementary school teachers' accents on their students' listening
comprehension, Butler (2007) finds that the teachers’ accents do not result in the differences in comprehension.
Yet, the study also finds significant difference in students’ attitudes towards teachers with American-accented
English and Korean-accented English. Students tend to prefer a teacher with an American accent because they
think that she has better pronunciation. She also tends to be more confident in speaking English, focuses more on
fluency than on accuracy, and speaks less Korean in English language classes. .
In line with the study by Butler (2007), Castro and Roh (2013) find that students might not prefer
having teachers with non-native English accents. In their study on the exploration of Korean students’
perceptions of variations from a standard variety of English, Castro and Roh (2013) have suggested that Korean
students gave negative responses towards the idea of having teachers with a Philippine accent. However, despite
the negative responses, “the number of Koreans coming to study in the Philippines continues to increase
each year” (Castro & Roh, 2013).
The discussion around native and non-native accents cannot be separated from the Three Circles model
proposed by Kachru (1985 as cited in Park and Wee, 2009). For years, Kachru’s model on Englishes has been
referred by English language practitioners. Kachru (1985) as cited in Park and Wee (2009) formed three circles
in regard to the use of English across countries. The first circle is the Inner Circle countries consisting of the
USA, the UK, New Zealand, Australia, and Canada. These countries are where “the traditional monolingual
native speakers of English are located” (Kachru, 1985, as cited in Park and Wee, 2009, p. 389). The next circle,
the Outer Circle, consists of countries that were colonized by English-speaking countries, such as Singapore,
Malaysia, and India. In the post-colonial era, English maintains its official status in those countries. In addition,
English has become the mother tongue of people born in those countries. Yes, varieties of English are spoken as
a result of the contact of English with local-languages (Kachru, 1986, as cited in Park & Wee, 2009). The last
circle, the Expanding Circle countries, is where English does not retain official status and is used a medium of
international communication. A number of countries in the world belong to this circle, such as Indonesia, South
Korea, Japan, and China.
However, Kachru’s model has been criticized for some underlying reasons. It does not adequately
explain the “the heterogeneity and dynamics of English-using communities: it cannot accommodate hard-to-
classify cases such as Egypt and South Africa; it does not allow for the possibility of countries moving
from one classificatory circle to another; it is too oriented towards the nation-state; and (ironically) it
perpetuates the very inequalities and dichotomies that it otherwise aims to combat, such as the distinction
between native and non-native speakers” (Park & Wee, 2009, p. 390). In short, the use of the term ‘native’ and
‘non-native’ speakers might be political and cannot be seen as clear cut definition.

Research Methodology
To solve the research problems, a survey was conducted. Generally, survey research is done to collect
information from participants by examining their responses to certain questions. The participants were 32
students in Pronunciation classes at the English Department and the English Extension Course of Universitas
Sanata Dharma, Yogyakarta. In this study, open-ended questionnaires were distributed to the participants to
collect the data. Afterwards, the data obtained were decoded. To code open questions involves “reading and

st
The 61 TEFLIN International Conference, UNS Solo 2014 139
rereading transcripts of respondents’ replies and formulating distinct themes in their replies” (Bryman, 2012, p.
248). Therefore, some significant themes that appear from the data are presented in the subsequent section.

Findings and Discussion

From the questionnaires, it can be seen that there were a number of varieties of English accents that the
participants were familiar with. American accent was the most mentioned (33.0%), followed by British accent
(27.7%). In the third place was Australian accent (19.1%), followed by Indonesian (5.3%), Singaporean (3.2%)
and Indian accents (3.2%). Other accents mentioned were African American, Japanese, Philippine, Javanese,
Chinese, Northern American, Southern American, and Middle Eastern. Each of them was mentioned once
(1.1%).
Although the participants disclosed their familiarity with the previously mentioned accents, when asked
about the accent(s) that the participants preferred, there were limited answers. The most preferable accent to
learn was American accent (54.76%), followed by British English accent (42.86%) and Australian (2.38%).
Their preference for the three accents undoubtedly was influenced by some factors. The biggest factor
was their being familiar with the accents because they are commonly used in conversations and also in English
movies (47.22%). The participants also claimed that their preference for certain accents was because those
accents were easy to learn (33.33%) and those accents were the ‘original accents’ used as a standard (11.11%).
Other responses include the opinions that those accents sounded more educated (2.78%) and suited ‘the
Indonesian’s tongue’ (2.78%). Although one of the common reasons to prefer for certain accents was because
they were easy to learn, one participant uncovered a quite distinctive reason. She said that because her preferred
accent (British accent) was difficult for her to get, she wanted to gain that accent.
Regarding the difficulties the participants may face in getting their preferred accents, the participants
provided diverse responses. The major cause was the influence of their mother tongue (21.05%). Differentiating
sounds (15.79%), limited resource and exposure (15.79%), and wrong pronunciation (15.79%) became the next
difficulties. Some other participants stated that to get the accent was challenging rather than difficult (10.53%)
and they mismatched American and British accents (10.53%). Other responses include their being afraid to make
mistakes (5.26%) and their being new to British accent because they used to learn American accent (5.26%).
On the whole, in line with Scales et al. (2004), the data imply that the participants still opted for native-
like accents, such as American, British, and Australian accents. However, the participants also realized that their
mother tongue has somehow hindered them in getting their preferred accents. The difficulties they faced in
getting those accents further suggest that getting a native-like accent is actually problematic yet desirable at the
same time. Another implication from the data is that the participants may not be fully aware of the complexity of
the dichotomy of native and non-native speakers. The words ‘standard’ and ‘original’ attached to their preferred
accents revealed that they had not had a profound understanding of the EIL paradigm although they were aware
that a wide variety of Englishes has been arising. In addition, the response from the participant stating that
certain accents sounded more educated also reflects how people are sometimes judged from the accents they
have (Newman, 2002).

Concluding Remarks
To sum up, this small scale study has shown that getting a native-like accent is still a goal for some EFL
learners despite the growth of World Englishes. The data also suggest that the so-called native English accents
are the most widely used models when they are learning English. Thus, it increases their familiarity with those
accents and, as a result, those accents become the models in speaking English. It seems that the participants have
not got enough exposure to other varieties of English than the ones coming from the Inner Circle countries.
Thus, based on the findings of this study, further research may discuss how EFL learners can get wider exposure
on different varieties of English, particularly in a Pronunciation or Speaking class. The findings of this study can
also be a stepping stone to embark on a study in the field of EIL, e.g. to what extent the awareness of EIL
paradigm affects learner preferences for certain English accents.

References
Bryman, A. (2012). Social Research Methods. 4th Edition. Oxford: Oxford University Press
Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL
Quarterly, Vol. 41, No. 4 (Dec., 2007), pp. 731-755. Retrieved from http://www.jstor.org/
stable/40264404 .
Castro, A. and Roh, T. R. D. (2013). The effect of language attitudes on learner preferences: A study on South
Koreans’ perceptions of the Philippine English accent. ELT World, Vol. 5 (May 2013). Retrieved from
http://blog.nus.edu.sg/eltwo/?p=3508
Dauer, R. M. (2005). The Lingua Franca Core: A new model for pronunciation instruction? TESOL Quarterly,
Vol. 39, No. 3 (Sep., 2005), pp. 543-550. Retrieved from http://www.jstor.org/stable/3588494 .

140 st
The 61 TEFLIN International Conference, UNS Solo 2014
Golombek, P and Jordan, S. R. (2005). "Black lambs" not "parrots": A poststructuralist orientation to
intelligibility and identity. TESOL Quarterly, Vol. 39, No. 3 (Sep., 2005), pp. 513-533. Retrieved from
http://www.jstor.org/stable/40264540
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University
Press.
Lippi-Green, R. 2003. The myth of non-accent. In R. Lippi-Green. English with an accent: Language, ideology,
and discrimination in the United States (pp. 41-52). New York: Routledge.
Newman, B. (2002). Accent. The American Scholar, Vol. 71, No. 2 (SPRING 2002), pp. 59-69
Park, J. S. Y. and Wee, L. (2009). The Three Circles redux: A market–theoretic perspective on World Englishes.
Applied Linguistics, Vol. 30(3), pp. 389-406.
Retrieved http://www.jstor.org/stable/41213291 .
Scales, J., Wennerstrom, A., Richard D., and Wum S. H. (2006). Language learners' perceptions of accent.
TESOL Quarterly, Vol. 40, No. 4 (Dec., 2006), pp. 715-738. Retrieved from http://www.jstor.org/
stable/40264305

st
The 61 TEFLIN International Conference, UNS Solo 2014 141
 THE EFFECT OF STUDENTS’ SPEAKING LEARNING TECHNIQUES (ROLE PLAY AND GROUP
DISCUSSION) AND COGNITIVE STYLES (FIELD INDEPENDENT AND FIELD DEPENDENT)
TOWARDS THE STUDENTS’ SPEAKING ABILITY

Rachmi, Destiani Rahmawati

Abstract: the method that is used in this research is the true experimental study. The researcher does four steps
in this research, at the first point, the reseacher classifies the students’ cognitive styles by giving them a
questionnaire. After that, she investigates the students’ speaking ability before they are given the treatment, pre
test is used. Next, the students are treated using speaking techniques role play and group discussion. Finally, they
are given another test, that is post test. This research is aimed to find out which technique is appropriate given to
students whose cognitive style is field independent and which one is suitable for students whose cognitive style
is field dependent. The significances of this research are, first, to find ways to ease students to master English in
form of communication. Secondly, to support theories by proving that students will more easily to understand
the lesson if they are taught using appropriate techniques based on their cognitive styles.
The finding of this research is that field independent students are better taught using role play technique, while
field dependent students are better taught using group discussion.

Keywords: Speaking ability, cognitive styles, speaking learning techniques

Introduction
One of the main reasons for someone to learn English language is to be able to use it in
communication. To converse in English is a priority for the second or foreign language learners of English. It
means that the success of the learners in learning English can be measured on the basis of whether or not they
can use it in a form of communication. has investigated in his research about the importance of communication
in a language, mastering the art of speaking is the most important aspect of learning a second or a foreign
language, and success is measured in term of the ability to carry out a conversation in the language.
By contrast, there are still some problems found in teaching and learning of speaking skill, In addition,
to these problems, students have different kind of cognitive styles. If some activities or techniques used in the
classroom do not consider their cognitive styles, it might also cause some problems in learning a language.
Regarding to this, Nunan (1989) has revealed in his research that it is very important for teachers to find out the
learning styles and techniques which are possessed by the students. It means that the teachers should have the
knowledge of the learning process, techniques, and styles.
The differences are assumed as the teaching and learning process because the learners respond
differently towards the activities given by the teacher. A teacher should pay more attention to the responses and
try to identify and classify the learners’ styles before preparing and presenting the materials and activities in a
classroom. This, may help teachers select and provide materials and activities that can fulfil each learner’s
learning needs. In relation to this, Davidoff and Berg (1990) in their research found that students will learn better
and more quickly if the teaching method, materials, and activities are match to the students’ learning styles. This
finding strengthen the theory of this research that activities as well as the materials provided by the teachers need
to be based on the students’ needs. Finally, another research by Bergen (1990) resulted in the importance of
considering the students’ cognitive styles will construct the students’ thought processes, including remembering
problem solving, and decision-making from childhood through adolescent to adulthood.
Based on the issues and problems raised above, the writer conducts this research. Speaking learning
techniques discussed in this research are role play and group discussion. The reason for researcher to use both
techniques because both of them expose students to communicate one another so that they are expected to be
confident to express their ideas. While the cognitive styles used in this researh as parts of learning style are field
dependence and field independence. This research is done to show that besides preparing teaching materials and
activities, teachers need to consider the students’ psychological part so that they can help their students
optimally.

Aims of The Research

This research is done to find out:
1. Whether there is a significant difference of speaking ability between the students who are treated using role
play and those treated using group discussion;
2. Whether there is a significant difference of speaking ability between field independent students who are
treated using role play and those treated using group discussion;

142 st
The 61 TEFLIN International Conference, UNS Solo 2014
3. Whether there is a significant difference of speaking ability between field dependent students who are treated
using role play and those treated using group discussion;
4. Whether there is a significant difference of speaking ability between field independent students who are
treated using role play and field dependent students using role play;
5. Whether there is a significant difference of speaking ability between field independent students who are
treated using group discussion and field dependent students using group discussion; and
6. Whether there is any correlation between speaking learning techniques and cognitive styles in effecting the
students’ speaking ability

Research Methods
This research is quantitative and also is classified as experimental research, using pre test and post test
control group design. The purpose of this research is to find out the effect of speaking learning techniques, that is
role play and group discussion and cognitive styles that is field dependence and field independence on students’
speaking ability. In this case, the experiment group is a group that is treated using role play and the control group
is a group that is treated using group discussion.

Research Findings
1. Students’ speaking ability who were taught using role play is higher than those taught using group discussion
(Fcount is 38,574 which is higher than F table which is 4.11). In table 4.1 the result of two way annava
shows that the students’ score who were WDXJKW UROH SOD\ LV Ȉ6/75ROH SOD\   :KLOH WKH VWXGHQWV¶
VFRUHZKRZHUHWDXJKWJURXSGLVFXVVLRQLVȈ6/7*URXS'LVFXVVLRQLV5ROHSOD\VKRZVKLJKHUVFRUH
for both group, this might happen because role play offers a lot of activities and fun as Oxford University
Press (2000) states, that a variety of experience can be brought into the classroom through role play.
2. Speaking ability of field independent students taught using role play is higher than those taught using group
discussion (Q count is KLJKHUWKDQ4WDEOH‫ޓ‬. The score of the field independent students taught
using role play shown in two way annava table is 56.42, and those taught using group discussion is 60.33. It
means that The result of field independent students were better taught using role play. This finding support
the theory of Witkin, et.al (1971), the field independent learner does not rely on the learning environtment for
referents, Field-independent learners have an internal structure that enables them to analyze information and
solve problems without outside assistance. This might be because in role play, each student has his or her
own part and perform it based on the part. They don’t need to discuss things and rely on the group for
completing an activity.
3. Speaking ability of field dependent students who were taught using role play is lower (two way annava table
is 56.42) than those taught using group discussion (two way annava table is 60.33), Tukey test (Qcount is
lower than Qtable (3.64 < 4.2). It means that field dependent students are better taught using group
discussion. This also support the theory of Witkin, et.al.(1971) states that field dependent student responds
best to a learning environtment that evokes their feelings and experiences. For them learning is a social
experience.
4. Speaking ability of field independent students taught using role play is higher (the two way annava table is
76.08) than those whose cognitive style is field dependence (the two way annava table is 56.42) . It means
that field independent students have better academic score than field dependent students if the technique used
in the teaching and learning match to their cognitive style. This condition support the theory that says, field
dependent students are less achievement-oriented and competitive than the analytic learner. They have short
attention spam and is easily distracted Witkin,et.al(1971)
5. Field independent students’ speaking ability taught using group discussion (two way annava table is 58.25
lower than field dependent students taught using group discussion two way annava table is 60.33, (Qcount is
lower than Qtable (1.94 < 4.2). This finding really shows that field dependent students are better taught using
group discussion, they learn best by socializing, expressing ideas within group, and listening to other’s idea.
They can perform well if they are put in informal situation, and they do not have to concentrate themselves.
While field independent students learn best independently and solve problems without outside assistance.
6. There is interaction between speaking learning techniques (role play and group discussion) and cognitive
styles (field independence and field dependence) in influencing the students’ speaking ability. Fcount 94.220
and F table is 4.11. It means that there is interaction of speaking learning techniques and cognitive styles in
influencing the students’ speaking ability. This finding support the theory that proposed by Saracho (1997),
cognitive style relates to a person’s psychological and educational attributes and is a part of each individual’s
personality. It becomes an important factor in schooling because it influences the performance of students
and teachers

st
The 61 TEFLIN International Conference, UNS Solo 2014 143
Significance of The Research
The findings of this study are expected to contribute theoretically and practically to the improvement of
EFL teaching and learning process, they are as follows:
1. Theoretically
The findings of the research are expected to give beneficial input to support some theories related to
cognitive styles, learning techniques, and the teaching of speaking.

2. Practically
This study is expected to be valuable for:
a. The students, to learn effectively using the right techniques based on their cognitive style so that they can
enhance their skill in speaking.
b. Teachers, to consider the students’ cognitive styles in order to provide the right teaching materials and
activities.
c. Curriculum designers, to design the appropriate curriculum based on the students’ needs.
d. English teachers association (MGMP), to consider the students’ needs related to their cognitive or learning
styles so that students of English language can be accomodated effectively to enhance their speaking skill.

Bibliography
Brown. D. H. 2001. Teaching by Principles: an interactive approach to language pedagogy. New York:
Pearson Education. (2nded.), p.275-276.
Brown. D. J. 2005.Testing in Language Programs: A comprehensive guide to English language assessment. New
York: McGraw Hill, p. 186-221.
Davidoff, S., & Berg, D.V.O. 1990. Why should teachers know about learning styles. From
www.best.teaching.com/August 2011/teaching method.
Harris, D. P. Testing English as a Second Language. New York: McGraw-Hill, 1974
Messick, S. 1984. The nature of cognitive styles: Problems and promise in educational practice: Educational
psychologist, New York:.Bergin and Garvey, pp. 59-74
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. New York: Cambridge University Press,
pp.32-33.
Saracho, N. O. 1997. Teachers’ and Students’ Cognitive Styles in Early Childhood Education. New York:
Bergin & Garvey.
The National Capital Language Resource Center. Washington, DC/Site Map/ About NCLRC: 2003-2007.
Oxford University Press.www.oup.com/elt
Tinajero . C. et.al., 1998. University of Santiago de Compostela: Field Dependence-Independence in Second
Language Acquisition: Some Forgotten Aspects. From: The Spanish journal of psychology. Vol. 1 No.
1. 32-38.
Wyss, R. 2002. Field independent/dependent learning styles and L2 acquisition.The weekly column Article 102.
From: journal of ELT, (49), 125 – 128. www.eltnewsletters.com/back/June2002/art 1022002 htm
Witkin. H.A, & Goodenough, D.R 1981: Cognitive Styles, Essence, and Origin. New York: International
University Press. PP.59-62
Witkin, H.A, More.C.A.,Goodenough, D.R , and Cox. D.W. 1977: Field Dependence and Field Independence
Cognitive Styles and Their Educational implications. Review of Educational Research 47. New York:
International University Press. 1-64
Witkin, H.A., Oitman. P.K., Raskin. E. & Karp. S.A., 1971: A Manual for The Embedded Figures Test. Polo
Alto, CA: Consulting Psychologist Press.
Wilkinson, I., 2009. Discussion versus recitation: Methods and dimensions: Discussion and student
achievement. New York: The Gale Group, Inc. PP.104 – 170.

144 st
The 61 TEFLIN International Conference, UNS Solo 2014
 INVESTIGATING THE LISTENING NEEDS OF ENGLISH EDUCATION DEPARTMENT
STUDENTS AT UNIVERSITAS AHMAD DAHLAN

Rahmi Munfangati
Universitas Ahmad Dahlan, Yogyakarta

Abstract: Listening is an essential skill for students of a second language to be mastered since it provides input.
Without understanding inputs, students cannot learn anything. Constructing meaning that is done by applying
knowledge to the incoming sounds, however, has made listening difficult for students. Dealing with the
difficulties that the students encounter in their listening, it is the role of the lecturer to develop the curriculum.
One of the important point on curriculum development is that the course should be based on an analysis of
students’ needs. Needs analysis is necessary to make sure that the course will contain relevant and useful things
to learn. Therefore, this paper explores the listening needs and problems of the English students of Universitas
Ahmad Dahlan. The results also shows that the needs analysis plays an important role in ELT curriculum design.
The recommendations based on the findings obtained is then proposed to further studies on searching for an
appropriate curriculum design of listening skills for the Indonesian learners.

Keywords: needs analysis, listening, English language teaching, curriculum

Introduction
Background
For most people, being able to claim knowledge of a second language means being able to speak and
write in that language. It means speaking and writing are primary skills while listening and reading are
secondary skills of second language learning (Nunan, 2002). Another reason for downgrading listening is the
difficulty of teaching it. It is widely seen as a ‘passive’ skill (Field, 2008). On the other hand, Rost (2011) stated
that there is no spoken language without listening. It could be infered that one of the crucial components of
spoken language processing is listening. Listening is an essential skill for students of a second language to be
mastered since it provides input. Without understanding inputs, students cannot learn anything. Having a good
listening comprehension, they can generally follow talks and lectures in English. Furthermore, students with
good listening skills generally more successful than students who are passive listeners. They can use information
more productively in studies, careers, and bussiness, and they tend to have more successful interpersonal
relationships.
In English Education of Universitas Ahmad Dahlan, listening is one subject that the subjects must be
learned in four semester, from semester one to semester four. However, it is unsurprising that students perceive
listening as a complicated subject. This situation may be caused by the monotonousness—opening the text book
and explaining new words, playing the recorder, and asking/answering questions. Hence, as a lecturer of
listening, the writer is encouraged to solve the problems. It is essensial for a lecture to have an understanding of
why listening is difficult for students and what some solutions may be so that it will not burden the teaching of
listening in the next semester.

Problem Formulation
Based on the background of this writing, the main problem of this paper is that, “What are the
difficulties that the English students of Universitas Ahmad Dahlan encounter in listening?”.

Objectives
The objective of this paper is to investigate the listening needs and problems of the English students of
Universitas Ahmad Dahlan; trying to find out their learning style, current deficiency, and alternative
methodologies.

Literature Review
Needs Analysis
One of the basic assumptions of curriculum development is that a sound educational program should be
based on an analysis of learners’ needs (Richard, 2007). Need analysis refers to a family of procedures for
gathering information about learners and about communication tasks for use in syllabus design (Nunan, 2002).
Need analysis makes sure that the course will contain relevant and useful things to learn (Nation and
Macalister, 2010). According to Richard (2007) need analysis in language teaching may be used for a number of
different purposes, for example:
x to find out what language skills a learner needs

st
The 61 TEFLIN International Conference, UNS Solo 2014 145
 x to help determine if an existing course adequately addresses the needs of students
x to identify a gap between what students are able to do and what they need to be able to do
x to collect information about a particular problem learners are experiencing
There are three types of needs (Nation and Macalister, 2010)—necessities (what is the necessities in
learners’ use of language?), lacks (What do the learners lack?), and wants (What do the learners wish to learn?).
However, Hutchinson and Waters (1987) divide needs into target needs (i.e. what the learners needs to do in the
target situation) and learning needs (i.e. what the learners needs to do in order to learn).

Methods
A study conducted by a needs analysis survey. The subjects of the study were 40 first-year students
majoring in English in their second semester at Universitas Ahmad Dahlan. The survey was administered at the
end of the class with 20 minutes to complete. The students were asked to complete all questions.
A needs analysis questionnaire was created with qualitative and quantitative questions. The survey
began with 7 open-ended questions. Following these 7 questions were 25 Likert-scale questions regarding
students’ listening difficulties. A Likert-scale was used with the responses Strongly Dissagree, Dissagree,
Uncertain, Agree, and Strongly Agree. In that order, the values 1 to 5 were assigned to the choices. Within these
25 questions were five factors—process, input, context, listener, and task. The needs analysis survey were
analyzed using descriptive statistics.

Findings
Students responded the questionnaire indicate that it is important to improve their listening
comprehension. The main reason given was the students are able to speak and write when they have a good
listening comprehension.

13.11%

40.68% Listening

29.32% Reading
Speaking

16.89% Writing

Diagram 1. Skill which need to be improved

The diagram above suggest that many students believe that they are not good at listening. That is why, the
questionnaire also provided students to do self assessment, to record why listening is difficult for students and
what some solutions may be.
Students have difficulties in listening since the speakers speak with unfamilliar accents. Students
claimed that what speaker have said all sounded the same. Students tend to be used to their lecturer’s accent or to
the standard variety of British or American English. So, students find it is hard to undertsand speakers with other
accents. Perhaps, it indicates a lack of exposure to authentic listening texts or a lack of awareness of
pronounciation and intonation features.
In addition, speed of delivery was seen as an other important contributing factor to difficulties because
other factors mentioned were difficulties caused by the speakers who do not pause long enough.
Students also claimed that listening is difficult since the students do not understand the meaning of
words when the speakers were speaking. It is difficult to visualize words which are not pronounced clearly and
there are too many unfamiliar words.
In some cases, students claimed that they can not predict what speakers are going to say, whether it is
an everyday conversation, an interviewer’s questions, news report, etc. It is difficult to use the context to guess
parts of a listening text.

146 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Frustation are other barrier to listening comprehension mentioned by students. The students can not
focus when they have trouble on understanding the listening. It is tiring for students to concentrate on
interpreting unfamiliar sound, words, and sentences. They reported panic if everything was not understood.
A number of students commented comprehension is distracted by physical factor. Noise is the
environmental barrier to comprehend. Unclear sounds resulting from a poor-quality CD-player/recorder and
conditions of the classroom interfere the students’ listening comprehension.
The most frequently mentioned reason was lack of practice. According to the results of the
questionnaire, as to learning strategies, the majority of the students show great enthusiasm in listening to music
(49,46%) and lecturing (22,97%). It could be infered that 22,97% of students of English Education Department
of Universitas Ahmad Dahlan have no more than two hours’ regular training per week. They quite reluctant to
watching movies (12,43%), listening to dialogue (11,89%), and listening to monologue (1,35%). Only 1,08% of
students who learned from internet which approve that students have certain difficulties in learning
independently.

1.08%
Watching movies
12.43%
22.97% Listening to music
Listening to monologue
11.89% Reading books/novels
49.46% Listening to dialogue
Lecturing
0.81% Internet
1.35%

Diagram 2. Learning Strategies

Technology is changing today. It means that the styles and strategies of students’ learning are also
developing because of the increasing accessibility of technology. Keeping up with educational software is a new
and demanding role for both lecturers and students. The World Wide Web could be an alternative for students to
help in language learning. The sites are not only accessible to practice the listening but students are able to
download audio and videoclips from sites, such as ESL Cafe Guide: Listening, The English Listening Lounge,
Eviews: Accents in English, British Broadcasting Company, etc.
It is also common to observe on campus that students are texting their friends using cell phone, or
searching on the internet using tablets, net books or laptops. They are often busy with their mobile devices while
waiting for class to begin. Even during a class, their fingers and eyes are directed at these mobile devices. So, the
interaction with handy devices become routine in their live. These potential growth of technologies—mobile
technology are actually an opportunity to increace the efficiency of language learning. Students have greater
opportunity to practice the target language. MALL (Mobile Assisted Language Learning) can be an alternative
of listening learning using portable devices.
Thus, it is important to students to use e-literacy as a tool for improving their listening skill. However,
only 16,22% of students who claimed that they ever used any ESL websites/MALL to improve your listening
skill. They tend to use their technology devices for playing games and using social media.

st
The 61 TEFLIN International Conference, UNS Solo 2014 147
 16.22%

Ever
83.78%
Never

Concluding Remarks
The questionnaire find listening vital to their English studies. They can generally to follow talks and
lectures in English. However, students claimed listening as a complicated subject. Students have difficulties in
listening since the speakers speak with unfamilliar accents. Speed of delivery was seen as an other important
contributing factor to difficulties. In addition, students do not understand the meaning of words when the
speakers were speaking. Students can not predict what speakers are going to say. A number of students also
commented comprehension is distracted by psychological factor (frustation) and physical factor (a poor-quality
recorder and the conditions of classroom). The most frequently mentioned reason was lack of practice. Students
have certain difficulties in learning independently. Students tend to use technology (websites and mobile
devices) for playing games and using social media rather than for listening learning. Hence, as a lecturer of
listening, the writer recommend to provide the listening curriculum design (selecting and sequencing materials
and tasks, conducting classroom instruction, assessing, etc) based on the needs. Furthermore, the students should
be encouraged to use e-literacy as a tool for improving their listening skill at home so that they will be an
autonomous learners who always try and monitor their own progress.

References
Field, John. 2008. Listening in the language classroom. London: Cambridge University Press.
Hutchinson, T & Waters A. 1987. English for Specific Purposes. Cambridge: Cambridge University Press.
Nation, I.S.P. & John Macalister. 2010. Language Curriculum Design. New York &. London: Routledge.
Nunan, David. 2002. “Listening in Language Learning” in Methodology in Language Teaching. Jack C.
Richards and Willy Renandya (ed). New York: Cambridge University Press.
Richard, Jack C. 2007. Curriculum Development in Language Teaching. Cambridge University Press.
Rost, Michael. 2011. Teaching and researching listening. London: Longman.

148 st
The 61 TEFLIN International Conference, UNS Solo 2014
 INCORPORATING STUDENTS’ NEEDS INTO A COURSE DESIGN:
AN EXAMPLE FOR DESIGNING A COURSE OF ENGLISH CORRESPONDENCE
FOR ECONOMICS AND BUSINESS STUDENTS

Rini Intansari Meilani

Abstract: most recently mandated curriculum has re-emphasized that becoming a course designer is a
requirement for a pedagogically competent teacher. At university level, especially for ESP teachers, this specific
requirement has become more challenging as they should be able to incorporate, into their plans, the needs of the
students as well as demands coming from the institutions that have been developed in accordance with the
Indonesian Qualification Framework (as stated in the university’s curriculum and the program’s learning
outcomes) and society (users of the graduates). On the bases of data gained through needs analysis, this research-
based articledemonstrates howthe selection of materials, teaching and learning activities, and evaluation are
developed. Using a set of questionnaires to collect data from a total population of 62 third semester students of
Office Management Education Study Program, this study identifies the students’ lack of background knowledge
related to English correspondence;theirlow interest, motivation and confidence in learning English; their
preference in learning particular materials; how they want to learn the materials; and how they want to be
assessed to measure their learning achievement.

Keywords: course design; needs analysis; the course of English Correspondence

Introduction
The enactment of Curriculum 2013 has re-brought to fore to teachers’ attention that to design their own
course is a significant role that they should perform as part of their professional routines.For ESP teachers,
especially at university level, designing their English course has been a necessary, but it never becomes an easy
task. Although designing a course is commonly carried out through needs analysis, to do needs analysis itself has
with it layers of consideration to make. Take for examples Brown’s (1995) and Richard’s (2002) explication on
needs analysis. They say that needs analysts’ should consider many aspects in conducting need analysis,
including (1) the people to be involved in the needs analysis, (2) the types of information that should be
gathered, (3) the points of view that should be taken, (4) the types of questions to ask, (5) the types of
instruments to use, and (6) the procedures to select and to create. Moreover, they also emphasize the importance
of doing situation analysis along with needs analysis. On this, Richards (2002) says that needs analysts’ should
analyse the societal factors, the institutional factors, the teacher’s factors, and the learners’ factors. Although
there are many aspects and considerations to take into account to in doing needs analysis, to do needs analysis is
important because it provides the teachers, the needs’ analysts, and anyone who are interested in course
designing with valuable information that would guide them in designing an effective course. In the case of
teachers as course designers, needs analysis would be the first step for them to realize a quality education for
their students and accomplish the general goals of education as mandated in Curriculum 2013.
Therefore, with the intention to improve the quality of instructions to the students of Office
management Education Study Program, specifically on English Correspondence, a needs analysis was conducted
together with situational analysis. This specific subject matter was chosen as it is one of the basic competences
that the graduates of the program should have.

Methods
In order to get a holistic picture of the students’ needs, the study was conducted through a survey
research method. Data were collected by way of administering a set of questionnaires to a total population
consisting of 62 third semester students of Office Management Education Study Program—they are the future
students of the English Correspondence class. The questionnaires weredesigned to enquire information related to
the students’ background, their prior knowledge related to English Correspondence, their attitude towards
learning English in general and learning English Correspondence, their preferences with regards to what
materials to learn, how to learn the materials, and how to assess their learning. Data collected through this
instrument were analysed using descriptive statistics in the form of frequency.

Findings and Discussion

Situation Analysis
There are four major findings with regards to situation analysis that was conducted in this study. First,
related to its status in the curriculum, English Correspondence is one of core subjects (Mata KuliahKeahlian,
MKK) at the Office Management Education Economics and Business Education at Indonesia University of

st
The 61 TEFLIN International Conference, UNS Solo 2014 149
Education. This course is given to the fourth semester students at the program. As a subject, English
Correspondence is basically an English for Specific Purposes (ESP)-based course, because it serves very specific
purposes (Paltridge and Starfield, 2013). As stipulated in the curriculum, this subject should contribute to
students’ competence in their specific field of study, in this case is Office Management Education
(KurikulumUniversitasPendidikan Indonesia, 2011). Second, referring to the program’s learning outcomes that
are set based on the Indonesian Qualification Framework, English correspondence is designed to contribute to
the graduates’ major competences especially in four areas of competences. These competences include the
ability to master basic knowledge and education of office management, the ability to do office activities
according to the system and procedure effectively and efficiently, the ability to use technology in office
management, and the ability to communicate effectively to provide good service (Deskripsi KKNI, Profil,
danKompetensiLuaran Prodi PendidikanManajemenPerkantoran, 2013).
Third, referring to the result of tracer study conducted by the study program in 2011, the study shows
that 70% of the graduates work as teachers of Vocational High School (SMK), and the other 30% works at
different companies—either at government or private companies (Santoso, et al., 2011). Many graduates who
teach at Vocational High Schools mentioned that teaching Correspondence course (both Indonesian and English)
is one of the courses that is assigned to them. This implies that English Correspondence course should facilitate
the students with sufficient knowledge and provide good model of teaching so that the students can apply it in
their future teaching context. Fourth, the students have learned Indonesian Correspondence course at the
second semester. However, the nature of Indonesian and English Correspondence course is different. Indonesian
Correspondence course focuses on teaching some general knowledge and skills in writing letters for office
purposes. Meanwhile, English Correspondence course is directed by the program study to provide the students
with knowledge and skills in writing letters for business purposes.

Needs Analysis
Concerning the students’ academic background, it is found that there are 52 students out of 62 who are
graduated from Senior High Schools (SMA), while the rest are from Vocational High Schools (SMK) majoring
in Office Administration (eight students), Accounting (one student), and Multimedia (one student). The results of
data analysis also show that there are only 9 out of 62 students who had ever taken English course. These data
imply that most of the students have little background knowledge related to English Correspondence, as in
general it is introduced at Vocational High Schools for those majoring in Office Administration. The data also
indicate that the students may have low interest, motivation, and confidence in learning English. These are
confirmed by following sets of data descriptions.

Table 1. Attitudes towards learning English and English Correspondence

No. Statements Range of responses

Strongly Strongly
Agree Disagree
(Frequency)
1. I like learning English - 9 50 3 -
2. Learning English is important for me 49 13 - - -
3. Learning English is easy - 4 56 2 -
4. I have good academic achievement in English - 6 35 14 7
5. English Correspondence is important for my daily life 5 48 9 - -
Learning English correspondence is important for my 45 17 - - -
6.
academic achievement
Learning English correspondence is important for my 42 15 5 - -
7.
future career
8. I believe I can study English correspondence well 11 24 27 - -
9. I can speak and express my opinion in English easily - 2 8 29 23
10. I can easily write in English - 16 37 8 1
11. I like writing letters in English - 9 49 4
I start learning writing letter in English (English - - 9 53 -
12.
correspondence) when I was in Senior High School

Based on the result of data analyses above, it is safe to say that although most of the students strongly
agree that learning English is important for them (49)—for their academic achievement (45) and for their future
career (42)—and agree that it is important for their daily life (48), most of them also state that they are less

150 st
The 61 TEFLIN International Conference, UNS Solo 2014
interested in learning English (50), that English is not easy to learn (56), that it is not easy to get good
achievement in English (35), and that it is not easy for them to speak and express their opinion in English (29).
With regards to writing skills and English Correspondence, the students assert that writing in English is not easy
(37), most of them do not like writing letters in English (49), few of them believe that they can study English
Correspondence well (27), and most of them did not learn it when they were in Senior High School (53). These
sets of data imply that English Correspondence should be designed to develop students’ positive attitude towards
English—to improve their interest, motivation, and confidence in learning English, especially English
Correspondence—along with developing their knowledge and skills.
Regardless their low interest, motivation, and confidence in learning English, the students state that they
like learning English from printed materials (52), materials presented on the board (46), the internet (36),
multimedia (13), pictures (7) and song (5). The students state that they like learning English by way of listening
to the lecture (52), role-playing (48), having discussion (43), doing presentation (38), and playing games (10).
They say that they like doing the activities in pairs (57), in small groups (47), and individually (30). The students
prefer daily activities (37), group activities (35), practice tests (29), individual assignments (25), and multiple
test (15) as the bases for assessing their achievement. Additionally, they state that they feel satisfied
academically when they can do the test well (48) and when their assignments are corrected and commented by
the lecturer (33).
With regard to the materials the students prefer to learn, the majority of the students prefer to learn ways
of writingsuccessful business letters(54), the elements of business letters (51), miscellaneous elements of
business letters (51), letter formats (51), reasons for writing business letters (49), business presentation (45),
making order letter (45), responding to order letter (45), business catalogue (43), making enquiries (42), reply to
enquiries (42), writing job application letter (42), making complaint letter (42), responding to complaint letter
(42), and defining business letters (42).
Based on the analyses elaborated above, it is justifiable to say that English Correspondence should be
designed to introduce some basic knowledge, skills and positive attitudes that would enable the students to
communicate effectively and efficiently by writing business letters that are necessary for their future career. It
should specifically teaches the students theories of writing effective business letters in the first half semester
(covering defining business letters; reasons for writing business letters; ways to successful business letters; the
elements of business letters; miscellaneous elements of business letters; letter formats; and business catalogue)
and some practical skills in the second half semester to write enquiry letters, respond to enquiry letter, order
letters, respond to order letters; making complaint letter; and responding to complaint letter. Each teaching and
learning activity should cover at least three chunks of experience (knowledge, skills, and attitudes). Moreover,
this course should seek to develop students’ positive attitude towards English Correspondence by providing the
materials by way of lecturing, discussions, presentations, and role-playing. Students’ achievement should be
assessed on the bases of their daily activities, mid-term test, and final test.
More specific on the teaching and learning process, in the first half of the semester, students’
presentations could be an appropriate activity. The students should be encouraged to read the materials for
discussion (both from the teacher’s hand-outs and other sources) before they enter the class. Clarification and
additional information concerning the topic of discussion should be provided by the teacher after the students’
presentation. Afterwards, the students should be required to apply what they have understood about the topic by
performing analysis on the letters, using some guiding questions provided by the teacher. This activitiesshould
be carried out either in pairs or in groups, depending on the level of difficulty of the activities. The result of this
activity should be exchanged across different pairs or groups, be assessed accordingly, and discussed.
In the second half of the semester,group simulation could be an appropriate activity to facilitate the
students to practice writing business letters. The students should be assigned to simulate themselves in different
companies, using the name of their group throughout the rest of the sessions. In each of the company, each
member of the group should be encouraged to play a role, such as the manager of export and import, the
president of the company, the accounting manager, etc. These roles are important as their name would be
included in the inside address or the sender name of each business letter that the companies would exchange with
other companies. Having the students to simulate themselves in different companies exchanging and analysing
different business letters would (1) facilitate the students with experience of how to write business letters in
context, (2) provide them with more knowledge and skills of writing effective business letters by identifying
content and grammatical errors and mistakes that they make during the process of simulation,(3) improve their
communication ability through writing business letters, and (4) improve their positive attitude toward English
Correspondence.

Conclusions and Suggestions

This article has provided an example of how to design a course. It demonstrates(1) how the selection of
materials, (2) teaching and learning activities, and (3)how evaluation are developed on the bases of data gained

st
The 61 TEFLIN International Conference, UNS Solo 2014 151
through needs analysis, together with situational analysis. This study suggests that teachers should train
themselves in designing their own course. By designing their own course using data collected from needs and
situational analysis, not only will the teachers be well informed in making decisions with regards to their daily
activities as teachers, but it will also support their professional career as teachers who carry out continuous
research to better serve their students.

References
Brown, J. D. (1995). The Elements of Language Curriculum. New York: Heinle&Heinle Publishers.
Paltridge, B. and Starfield, S. (2013). The Handbook of English for Specific Purposes. UK: John Willey & Sons,
Inc.
Program StudiPendidikanManajemenPerkantoran. (2013). Deskripsi KKNI, Profil, danKompetensiLuaran Prodi
PendidikanManajemenPerkantoran.Unpublished.
Richards, J. (2002). Curriculum development in Language Teaching. Cambridge: Cambridge University Press.
UniversitasPendidikan Indonesia.(2011). KurikulumUniversitasPendidikan Indonesia.Unpublished.
Santoso, B., Yuniarsih, T., Suryadi, E., Supardi, E., and Meilani, R. I. (2011).Tracer Study:
PenelusurandanPemetaan Alumni Program StudiPendidikanManajemenPerkantoran. A Research
Report.Unpublished.

152 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NEED ANALYSIS IN LEARNING ENGLISH FOR NON ENGLISH NATIVE SPEAKERS STUDENTS
IN LEARNING ENGLISH AT SMP MUHAMMADIYAH 2 SURABAYA

Rizka Safriyani
UIN SunanAmpel Surabaya

Abstract:Need analysis is one of the process to assess students need in learning English. It is necessary to be
done so that teacher will create proper learning objectives for their class. This study focuses to investigate the
Need Analysis in learning English for Non English Native Speakers Students in learning English at SMP
Muhammadiyah 2 Surabaya. Descriptive Qualitative Research is applied in this research. Moreover,
questionnaire, and interview guide are used to collect the data. There are one accelerated classes and one regular
classes chosen as the sample. The results show that both of the regular and accelerated students have the same
problem in writing and they expect to use this skill in their study. Moreover, they have the same opinion that the
most important skill to success after graduation and in their course is speaking and listening skill.

Introduction
Based on the basic assumptions of curriculum development, an analysis of learners’ need is an
important thing to design the educational program. 1Kaur (2007) cited by Kayi (2008) stated that developing
curriculum will get many challenging problems which directly reflect in teaching and learning process if the
teachers do not recognize their students’ need. 2 It shows that the teachers should collect the information of
students’ need so that teachers able to design the language learning process based on the students’ need. Need
analysis is useful applied for preparing or designing the lesson or course for the students. It lets the teacher
recognize what things actually should be consider as the students’ need in language learning. As the important
thing in students’ involvement of language learning, need analysis is necessary to investigate the elements of
learners need, such as, their objectives, language attitudes, expectations from the course and learners’ habits to
design a well-organized curriculum. 3 It can be inferred that by doing need analysis, teacher would get a
description about their students’ basic skills and their habit. These information will help teachers to set a proper
learning objective for their students based on their needs and expectation.
This research focuses to analyze the students’ need in learning English for nonnative speaker at SMP
Muhammadiyah 2 Surabaya. SMP Muhammadiyah 2 is one of the best school at Surabaya. This school has a
concern on developing students’ interest not only academically but also non academically. SMP
Muhammadiyah 2 Surabaya is also famous for Sports Class, Sunday School, Sister School and Talent Class.
Sunday school is a program which accommodate students’ interest in learning English and Arabic. Moreover,
every year some students from SMP Muhammadiyah 2 always go overseas to have a school visit. They do have
a regular class and accelerated class which clearly need different levels of need in learning English. These fact
show how English play an important part of the learning activity. There will be a possibility that in the next
future, there will be international students for this school. Therefore a research about need analysis for Non
English Native Speakers Students in learning English at SMP Muhammadiyah 2 Surabaya need to be conducted.
This research focuses to discuss about the students’ need in learning English at SMP Muhammadiyah 2
Surabaya. The purpose of this study will find out the students’ needs in learning English at SMP Muhammadiyah
2 Surabaya. This study will be limited to the need of accelerated students and regular students based on the result
of the questionnaire given to the students.

Theoretical Background
Ellis and Johnson (1994) added that needs analysis is a method of obtaining a detailed description of
learner needs or a group of learner needs. It takes into account the specific purposes for which the learner will
use the language, the kind of language to be used, the starting level, and the target level which is to be
achieved. Information can be obtained from a range of different people such as company staff, trainers, and the
learners themselves. It will have implications for the future training approach. Bachman and Palmer (1996)
argued, “Needs analysis or needs assessment, involves the systematic gathering of specific information
about the language needs of learners and the analysis of this information for purposes of language syllabus
design”.
Graves (2000) further stated that needs analysis is a systematic and on-going process of gathering
information about students’ needs and preferences, interpreting the information, and then making course

1
Richards, Jack C. Curriculum development in Language Teaching.Cambridge University Press. P.51
2
Kayi, Hayriye. Developing an ESl Curriculum Based on Needs and Situation Analyses: A Case Study. P.30
3
Ibid.

st
The 61 TEFLIN International Conference, UNS Solo 2014 153
decisions based on the interpretation in order to meet the needs.
The term “analysis of needs” was originated by Dr. Michael Philip West (1888 – 1973), who was
an English language teacher and researcher working extensively in India in the mid-1900s. He asked why
learners should learn English and how they should learn English.Needs analysis allows the teacher to know why
and how his students are learning the foreign language.
Needs analysis refers to the procedures used to collect information about the needs of learners
(Richards, 2001). A more sophisticated definition is given by Brown (1995): needs analysis refers to “the
systematic collection and analysis of all subjective and objective information necessary to define and validate
defensible curriculum purposes that satisfy the language learning requirements of students within the context of
particular institutions that influence the learning and teaching situation.
In language teaching, learners’ needs and teachers’ need become the central issue of the need analysis
process since both play the important role in the learning process. Since the students are the target of the learning
process, therefore students need analysis is frequently assessed than teachers need.

Research Method
Descriptive Qualitative Research is applied in this research. Moreover, questionnaire, and interview
guide are used to collect the data. There are one accelerated classes and one regular classes chosen as the sample.
The questionnaires used are taken from Jack C Richard. Each Student must fill out the questionnaires in English
and answer some questions from the interview to strengthen the findings. The data taken from the questionnaires
are classified based on the language skill discussed in the questionnaire. Both classes are analyzed separately to
see whether there is a different need between an accelerated class and a regular class student. Next, the data are
analyzed to get the answer of the research question. The result of the students interview and teachers’ interview
are used to strengthen the data taken from the questionnaire.

Findings
The result of this research shows that accelerated students’ of SMP Muhammadiyah 2 Surabaya have
difficulty in writing skill. They indicates that writing skill is the most important skill to get success in their
course of study.

How important to success in your course of study are

the following of abilities?

High

Moderate

Chart 1
Students response about important Abilities to success in their course

It can be seen that 39 % students of accelerated class think that writing is the most important abilities to
success in their course.
According to the students, using correct punctuation and spelling are very important in writing. In
addition, they want to improve their essay writing skill but they have a problem with organizing paragraphs.
Regarding to this condition, the teacher should create the curriculum that is focused on those students’ need.
While for the reading skill, the material that the students expected to read is Journal article, but they have
difficulty on that subject. Moreover they get difficulty in understanding the details of the text. The ability that
they want to improve is quick reading. Next, speaking skill is also the most important skill to success in their
field after graduation.

154 st
The 61 TEFLIN International Conference, UNS Solo 2014
 How important to success in your field after
graduation are the following of abilities

High

Moderate

Low

Chart 2
Students response about the most important abilities to success in their field after graduation

It can be seen that 36 % students of accelerated class think that the most important abilities to success in
their field after graduation is Speaking. They get some difficulties in this skill, for example: in the class they
often have trouble in leading class discussions and also they have difficulty in wording. There are 41 % students
of accelerated class indicated that they often have difficulties in working with other students on out-of-class
projects and having trouble in leading class discussion. Moreover, there are 43 % students of accelerated class
indicate that they have difficulties in giving oral presentations and the ability that they want to improve in this
skill is communicating effectively with peers in small group discussions, collaborative projects, or out-of-class
study groups.
While for the listening skill, most students have trouble in taking effective notes and understanding the
lectures because they talk very fast. There are 61 % students of accelerated class indicate that they have
problems in understanding lecturers or other students because they talk very fast and their pronunciation are
different from they used to hear regularly. Next, the ability that they want to improve in this skill is general
listening comprehension.
On the other hand, the result of the regular class shows that they have difficulty in writing skill (32%)
so they expected to use writing in their study. There are 48 % students of regular class think that listening and
speaking English is the most important abilities to success in their course. While for the listening skill, 40 % of
the students have trouble taking effective notes and understanding the lesson because more than one person is
speaking in the group of discussion. And the ability that they want to improve is listening to pronunciation
/intonation/ stress patterns of New Zealand English.
In addition for writing skill, an object that they want to improve is writing introductions and conclusion,
but they have a problem with structuring sentences. Regarding to this condition, the teacher should create the
curriculum that focus on those students’ need. For reading skill, the material that the students expected to read is
photocopied note but they have difficulty on that subject. There are 44% students of regular class indicated that
in reading skill they are expected to read entire reference or text books, photocopied notes, and computer-
presented reading materials. Moreover they get difficulty in reading text carefully in order to understand the
details of the text. And the ability that they want to improve in this skill is reading quickly.
Almost the students indicated that speaking skill is the most important skill to success after graduation.
But in this skill they have difficulty in wording that they want to say quickly.

Always
Often
Sometimes
Never
N/A

Chart 3
Students response about students difficulties in speaking

st
The 61 TEFLIN International Conference, UNS Solo 2014 155
 There are 36 % students of regular class indicated that in speaking skill they often have trouble wording
what you want to say quickly enough. And the ability that they want to improve is communicating effectively
with peers in small group discussions, collaborative projects, or out-of-class study groups.

High

Moderate

Low

Chart 4
Students response about students preference about the useful material

There are 45% students of regular class indicated that if they were to take a course to improve their
English skills, the most useful is writing introductions and conclusions.
The result of the questionnaire areinline with some questions in the interview process. Generally
students give similar answer with what they have stated on the questionnaires. Teachers also give similar
comment to their students need, therefore these needs are accommodated through the Sunday School Materials.

Conclusion
The results show that both of the regular and accelerated students have the same problem in writing and
they expect to use this skill in their study. Moreover, they have the same opinion that the most important skill to
success after graduation and in their course is speaking and listening skill.

Suggestion
Due to the limited number of sample, in the next research, researcher may develop need analysis for
students from all grades and also do a research about need analysis for English teacher so that it can give a
significance impact to the development of the English Learning Process. Further researcher may work with a
study about to what extent the English learning process meet the students need in Learning English.

References
Richards, Jack C. Curriculum development in Language Teaching.Cambridge University Press. P.51
Kayi, Hayriye. Developing an ESl Curriculum Based on Needs and Situation Analyses: A Case Study. P.30
CHOI, Jessie. A Needs Analysis Approach to Self-Access Language Learners: Perspective of Students and
Teachers. p. 268
Curtis, ‘Conducting Market Research Using Primary Data’ http://ag.arizona.edu
Salaria, 2012, ‘Meaning of The Term- Descriptive Survey Research Method’, International Journal of
Transformations in Business Management, Vol. No. 1, Issue No. 6, Apr-Jun, http://www.ijtbm.com

156 st
The 61 TEFLIN International Conference, UNS Solo 2014
 PLANNING AN ESP COURSE:
ANALYZING THE NEEDS OF STUDENTS IN AN IT COMPANY

Rohaniatul Makniyah
LBPP LIA Cikokol Tangerang - MTsN Model Pandeglang 1
anisebelas09@gmail.com

Abstract: Having an effective, well-planned course design is a must in an ESP course. Aiming to that, a
thorough need analysis (NA) is conducted at Gemanusa Sentra Teknologi (GST), an IT company that requires its
employees to have a good command of English to do the job well. Questionnaires, semi-structure interviews and
observations of participants doing their jobs were conducted to find out the present situation, target situation, and
learning situation of the upcoming course as suggested by Dudley-Evans and St.John (1998:123-124) and
Westerfield (2010). The research reveals a gap between the NA results regarding the wide range of target events,
materials, and students’ low speaking competence and the course objective. A negotiation with stakeholders was
conducted in order to bridge the gap (Dudley-Evans and St.John, 1989:14). The NA and negotiation made it
possible to design a well-planned ESP course.

Keywords: Need analysis, present situation, target situation, learning situation.

Introduction
A lot of companies in Indonesia uses English as a medium of communication either orally or written or
both as “English has become the international language of business” (Dudley-Evans and St.John 1998:53). Some
companies use English extensively that is employees are required to use English in almost all aspects of their day
to day office works such as in doing their administrative works and non-administrative works which include the
companies’ core jobs. Some other companies, on the other hand, use English only to a certain extent that is
employees are required to use English only in some parts of their administrative works, some parts of their non-
administrative works, or in doing some parts of their core jobs. Employees of GST are included in the latter.
Having no training department the company tried to find help to train its employees a good command of
English thus equipping them with the skill needed to do their jobs well. Obviously, the jobs which mainly deals
with IT language –which are mostly English-, requires its employees to use English in their core jobs. In addition
to that, the company often encounters language barriers when communicating with clients and suppliers who are
not only Indonesian but also native and nonnative speakers of English. Agreeing to the request and wanting to
make a well-designed and effective ESP course, a thorough Needs Analysis (NA) was conducted beforehand as
“needs analysis is a process which is undertaken by trainers, teachers and course designers to ascertain the pre-
requisites for developing a course and its implementation” (Khan, 2011:634). In addition to that, many
researchers stated that NA is a must process to be conducted before having an ESP course as it is the central
process to having a well-structured, efficient ESP course. Dudley-Evans and St.John (1998), Jiajing (2007),
Cowling (2009), Westerfield (2010), Khan et.al (2011), Kim (2013), and Knight (2014) are among the
researchers who see the prominent importance of NA. Westerfield (2010) even stated that “a thorough
organizational and instructional needs assessment lies the heart of a well-designed, effective ESP course”. As we
can see, NA is undoubtedly has to be done if course designer aims towards establishing a well-structured ESP
course.
Dudley-Evans and St.John (1998:122), point out that NA is an extremely important stage which brings
a course to a point of focus. The key word, at this point, is focus which entails the specificity of the ESP course.
Thus, this NA tries to focus the specificity of this particular course by uncovering as much as possible the
present situation analysis (PSA), the target situation analysis (TSA) and learning situation analysis (LSA) of the
upcoming ESP course– as suggested by Dudley-Evans and St.John (1998:123-124) and Westerfield (2010).
These PSA, TSA and LSA form the basis for constructing the questionnaires.

Methods
Looking at Cowling (2007:428) implementation of “multiple sources and methods” in NA stage in his
research which enable him to come up with more credible data thus able to produce an appropriate syllabus and
materials for Mitsubishi Heavy Industries (MHI) in Japan; this particular study also implement a multiple-data-
gathering processes which also aims at gaining more credible data of what particular English skills needed and
desired by the target participants as well as the stakeholders (GST), and what sort of materials and
communication interactions and activities have had, desired and needed by the target participants to support his
working performance. The processes are as follows:

st
The 61 TEFLIN International Conference, UNS Solo 2014 157
Step 1: Semi-structured interview with the Personnel Manager
The Personnel manager, the person in charge of the training also one of the stakeholders of the
upcoming course, was interviewed to determine the nature of the course and the reasons which underlie GST’s
request. In addition to that, it aims at finding out the needs of the target participants from the point of view of the
stakeholder. The questions were taken from Dudley-Evans and St John (1998:145).

Step 2: Questionnaires combined with an interview for the target participants

In order to reveal a complete data of the target participants’ TSA, PSA and LSA, questionnaires were
given to the target participants. The filling-in-questionnaire session was guided in order to avoid
misunderstanding the questions. Upon finishing the filling-in-questionnaires session, informal interviews with
the target participants were conducted. The interviews were conducted in two big groups. The questions were
aimed at asking in a more detail way about what the target participants have written down in the questionnaires.
Thus, the questions asked in the informal interview are derived from the questionnaires and the target
participants’ answers. In other words, the interview was conducted for the purpose of gaining as much data as
possible regarding the target participants’ answers in the questionnaires. In addition to that, it was done because
“…target participants might have little or vise versa expertise in the target course” (Long, 2005:20). The
informal interview with the target participants which was conducted in English also served as an arena of an
informal oral test in which their speaking competence were assessed. In short, this second stage is a-two-process-
stage which are (1) guided-questionnaires-filling and; (2) informal oral test by interviewing the target
participants.

Step 3: Observation of target participants doing their jobs in their respective workplace
Upon asking permission to the personnel manager, seven hours of observation of target participants’
doing their job in their very own working environment was conducted. It started at 8:00 AM and finished at 1:00
PM. This observation was conducted in order to see what sort of communication activity that especially needs
English as a medium of communication. It was also aimed at looking at the frequency of the communication
activity which requires English as a medium of communication; and whether or not it’s a written or oral
communication. Up to this point, however, data would have probably been gained more if only the observation
were held longer.

Step 4: Negotiation with the stakeholder

This step was actually taken after getting all the results of the above NA processes. After putting all the
NA results together, the course designer need to negotiate some NA findings, especially the ones related to the
wide range of target events and materials to be covered. Another triggering negotiation is the fact that more than
half of the target participants have low speaking competence (NA interview result: only three are good). The
negotiation is also based on company’s urgent needs. Dudley-Evans and St John (1989:14) point out that
negotiation shall take place in situation where there is a gap of NA results (e.g., course materials) and the course
objectives.

Findings
The NA reveals the parameters of the course are as follows: (1) an extensive course to be held once a
week; (2) need to be assessed in order to know target participants progress; (3) broad in focus since it covers a
range of target events, and (4) the materials are a combination of common core and learners’ specific work; (5)
attendance policy is mandatory to a certain extent- absence is permitted upon personnel manager’s approval
(such as for company’s urgent matters or other inevitable matters).
The NA also uncovers some important points that the course designer should take into account in
designing the course regarding the stakeholders’ wants and needs. The first point is that the target participants
need to have a good reading skill; the strong reason for this would be the nature of the IT company whose
language is mostly English (IT manuals, tutorials, software programs and systems). The second point is that
having clients and suppliers ranging from Indonesian to foreigners who are nonnative speakers of English
(Singapore, Malaysia, China, Taiwan) demands its employees to have a sufficient command of communicating
skill in English as well. The third point is that there are 11 out of 12 target participants for the upcoming course
who are mostly at the very early stage of their career, thus they need to be trained for their skills in English for
their future use in the company.
The NA also reveals the target participants’ PSA regarding the skills and materials they need to master.
The skills which will be the focus are: (1) Reading comprehension skill, focusing on comprehending IT articles
and manuals; (2) Listening Comprehension, focusing on phone conversations, understanding instructions and
complaints from customers, about the company’s products; (3) Speaking skill focusing on conversing about
office work, handling phone calls, giving simple presentation, and giving instructions to provide solutions to

158 st
The 61 TEFLIN International Conference, UNS Solo 2014
clients on how to use the software; (4) Writing skill focusing on email writing, and prices listing; (5) the material
they need to master are IT hardware and software, the company’s products i.e., the system, the prices, the
tutorials, the instructions, and the benefits. The interview result presents data that there are 3 out of 12 target
participants whose speaking competence are good, one out of 12 whose speaking competence are fair and the
rest of the target participants, which constitute more than half of the participants, have a weak speaking
competence.
With regards to the target participants’ TSA, the NA found out that the target participants’ role-range
are: three IT supports, four programmers, one administration staff, three marketing staff and one Marketing
manager. As such their responsibility-range are: having to update software (the company’s products), handling
phone calls, writing emails, promoting and selling company’s products orally and online. Based on this NA, the
urgently needed skills to be mastered are: to have good communication skills, writing formal letters, emails,
understanding software tutorials and manuals.
The NA also gains some findings about the target participants’ LSA. Most of them, which constitute
83.33% of the total participants, like to learn in groups and more than half of them, which constitutes 66.66% of
them, like to learn individually. The NA could also uncover some difficulties that the participants able to
identify; they are as follows: difficulty in memorizing expressions in English, less efforts on their parts, not
having enough time to practice writing and having conversations in English, learning English grammar only and
not English conversation, and last but not least teacher’s poor teaching methods which contribute to their
difficulties in learning English.
Another finding from this NA is the fact that there are 33.33% has ever visited / stayed in English
speaking countries and communicate in English with foreigners from: Japan, Malaysia, Singapore, China and
Taiwan. In addition to that, it is found that more than half of participants have ever taken an English course
before. These facts, however, do not reflected in their speaking ability, since more than half of the target
participants have a weak speaking competence. All of the above findings serve the basis for designing the course
syllabus, materials and course evaluation which will be elaborated in the following sections.
The negotiation results are: (1) regarding the range of target events and the wide range of materials to
be covered, the company agree to have two consecutive course periods, 30 hours each period to be held once a
week with two weeks of holiday in between the period; (2) regarding the low experience target participants
(eleven out of twelve target participants are at their early stage of their career and excluding one experience
workers -the marketing manager), and their low speaking competence, they need to be trained for general
business English first; in order to build their speaking competence, confidence and motivation. Thus the first
period covers the general business English conversation with little specific content; (3) considering company’s
and target participants’ urgent need, answering phones calls and writing email should be covered in the first
period of the course as it often triggers problem in the company. As for the email writing, it will be divided into
two parts: writing simple email and writing more advance email which covers more formal matters. Writing
simple email will be held in the first course period and the more advanced one will be held in the second course
period. (4) aside from the more advanced email writing, the second period of the course, will also focus on the
specific materials (still combined with common core materials); (5) should there be any changes on the
agreement, it will be made based on the results of the first course period evaluation. These negotiations form the
framework of the course.

The ESP Course Framework

Based on the course parameters and negotiation of NA results, the following are the details of the target
events which will be covered in two consecutive course period.
Table 1: Target events of GST
No Target Events
Course Period 1
Greetings and Introduction
Talking about daily office work
Explaining product benefits
Making, answering phone calls and taking messages
Writing simple email
Course Period 2
Understanding software manuals, tutorials, IT articles
Giving simple presentation for sales purposes i.e promoting software
Handling complaints about company’s products i.e software functions, program
Giving instructions on how to use software to provide solutions to customers
Writing formal business letters and emailing

st
The 61 TEFLIN International Conference, UNS Solo 2014 159
 As we can see each course period covers five central target events which are constructed based on the
NA. These target events each will be broken down into appropriate target language points/discourse (general
business English expressions-for the first course period and more specific for the second period- and the
appropriate grammar point) and appropriate main activities. The main activities incorporate listening tasks prior
to speaking activity and reading tasks prior to writing activity.

Conclusion and Suggestions

Designing an effective and well-designed English course for employees of an IT company –GST- starts
by conducting a thorough-four-step NA i.e., (1) semi-structured interview with the Personnel Manager; (2)
questionnaires combined with an interview for the target participants; (3) observation of target participants doing
their jobs in their respective workplace, to reach the stakeholder’s target as well as participants’ taking the
benefits of the course for their working performance in the workplace; and (4) Negotiation with the stakeholder.
These multiple NA processes present some important findings covering the course parameters, the reasons
behind the request of the course by the stakeholder, the stakeholders’ and target participants’ PSA, LSA and
TSA thus provide more credible data which enable course designer to come up with more visible ESP course
framework.

References
Cowling, J.D. (2007). Needs Analysis: Planning a Syllabus for a Series of Intensive Workplace Courses at a
leading Japanese Company. English for Specific Purpose, 26, 426-442.
Dudley-Evans, T. & St John, M. J. (1998) Development in ESP: A Multidisciplinary Approach. Cambridge:
Cambridge university Press.
Jiajing, G. (2007) Designing ans ESP Course for Chinese University Students of Business. The ASEAN ESP
Journal Vol.3 Issue 1. Retrieved from: http://asian-esp-journal.com/index.php/journal-index/subject-
index/99-designing-an-esp-course.
Khan, T. M., Ghulamullah,. Mohseen, M. N., & Dogar, A. H. (2011) Needs Analysis of English for
Occupational and Specific Purposes. International Journal of Sciences and Education 1,4, 632-634.
Kim, H. H. (2013) Need Analysis for ESP Course Development for Engineering Students in Korea.
International Journal of Multimedia and Ubiquitous Engineering Vol.8, No.6, 279-288.
Knight, K. (2014). ESP with a Little E: Identifying and Meeting Learners Need. TESOL International
Association. Retrieved from: http://blog.tesol.org/esp-with-a-little-e-identifying-and-meeting-learner-
needs/#more-3970.
Westerfield, K. (2010) An Overview of Need Assessment in English for Specific Purposes. Best Practices in
ESP E-Teacher Course. University of Oregon

160 st
The 61 TEFLIN International Conference, UNS Solo 2014
 RATIONAL PERSUASIVENESS OF ARGUMENTS IN DEBATE

Ryan Marina
Universitas Negeri Semarang
ryan.unnes@gmail.com

Abstract: Critical thinking is a fundamental skill for youth learners as the future generation of a nation. It is
significantly important for them to be able to use the language to convey voices and ideas. The objective of this
study was to assess the quality of arguments made by debaters in English Debating Society (EDS) of State
University of Semarang based on the concept of rational persuasiveness. There were two basic data involved in
this study. The first data is the audio of the EDS preparatory rehearsal for the Indonesian Varsities English
Debate (IVED) 2011 and the second is the transcript of the speeches in the rehearsal. After the process of
transcription was carried out, it was followed by the argument reconstruction, code creation, argument
classification, and finally the outline of a basic procedure for the assessment of arguments represented in
standard form. Some recommendations are given to the readers to improve the quality of their arguments. For
educational purpose, debate activity should be promoted and encouraged among students. Further research
concerning the same subject should be carried out to gain more knowledge about debate and about the study of
critical thinking.

Keywords: Argument, Assessment, Rational Persuasiveness

Introduction
Critical thinking skills are reflected in debate. Quinn ( 2005: 1) states that “ debating gives chance to
meet new people and new ideas. Best of all, it gives the opportunity to stand up and argue with someone in
public, in a stimulating and organised dispute about real issues.” Debating is all around us; on television, in the
newspapers, and in our own homes. As a society, we debate about almost everything from the increasing fuel
price until the presidential election. Debating is everywhere. In line with this, Trapp ( 2007: 9) states, “
communication, rhetoric, argumentation, and debate are related concepts. Starting with communication and
proceeding to debate, the concepts become progressively narrowed.” Most of all, debating stimulates and
improves the skills and strategy to construct formal arguments.
In Indonesia, debate has become a part of curriculum as one of the argumentative text which is given for
senior and vocational high school levels. Even in some universities, debate has already been tought as a subject.
Many college students who are involved in debate feel that the emphasis on tournament debating makes them
argumentative in everyday life. For younger children, a focus on developing communication skills rather than on
competition in debate fosters attitudes of open-mindedness, fairness, and tolerance for the viewpoints of others
(Atwater, 1984).
From the above explanation, there should be adequate reasons for people, especially those who are
interested in public communication, to begin thinking about making contribution towards the improvement of
debating techniques. I am interested in being one of the contributors toward this issue. This is one of the reasons
why the identification of arguments in debater’s speech is carried out in this research as well as the evaluation of
the arguments on the basis of rational persuasiveness.

Structure of Arguments
According to Weston (1992: 9), an argument is constructed by two parts: (1) premises (statements
which give reasons), and (2) conclusion (statement for which reasons are given). The arrangement of these two
parts may be varied. Both Conn (2000: 8-11) and Hughes (1992: 80-85) agree that the easiest way to see the
structure of an argument is to represent it graphically using what is called a tree diagram. A tree diagram is a
schematic representation of the structure of an argument using letters (P1, P2, MP3, C, etc.) to present the
premises and conclusion, and an arrow to present therefore. There are three basic argument structures.
1.Simple Arguments
The simplest component is a simple argument, i.e., where a single premise P supports a conclusion C.
In such a case, we use the following diagram:

st
The 61 TEFLIN International Conference, UNS Solo 2014 161
2.T Arguments
When we consider arguments with two premises, there are two possible structures the argument might
have, and it is important to be aware of how they differ. In the case of T arguments, two or more premises
provide joint support for a conclusion. This argument has the following structure:
P1 P2

C
In such cases the premises only provide support for the conclusion when taken together. T arguments may
sometimes have three or more premises. The tree diagram for this argument is:
P1 P2 P3

3.V Arguments
The final component is a V argument. In such cases separate reasons are provided in support for the
conclusion. This argument has the following structure:
P1 P2

4.Complex Arguments
The above are three basics structures out of which more complex structures are constructed. Large and
more complex arguments can be constructed from these basic forms. In such cases each of the portions that are
representative as a V or a T argument will be a sub-argument of the entire argument. Complex structure could be
in form of the following:

P1 P2

P3 P4

C
Research Design
To reach the objectives of this study, which are to identify the kinds of argument structures used by the
speakers in their substantive speechess and its rational persuasiveness, I conducted qualitative research. This
kind of research does not focus on numerals or statistic, but it gives more attention to the arguments in the
speeches. Thus, many stretches of words were employed in order to analyze, describe, interpret, and explain it.
Miles and Huberman (1994: 1), state that “qualitative data yields data in forms of words, written, oral-
not numbers, other than in comprehensive description”.
Here, most analyses were done with words to arrive at conclusion. Miles and Huberman (1994: 2) also
state that “with qualitative data, there would be a chronological flow, and one could see precisely with events led
to which consequences, and derives fruitful explanation”. They further explain that the findings from the
qualitative studies have a quality of ‘undeniability’ since the words can create concrete, vivid, meaningful flavor
that often proves far more convincing than the page numbers.
There are two basic data involved in this study. The first data was the recordings of English Debate
Society (EDS) preparatory rehearsal for the Indonesian Varsities English Debate (IVED) 2011. The data were
obtained by recording it in 2011. There was no particular requirement in order to be able to record it, I only
needed to ask for permission to record it from the chief of EDS.
The second data was the transcript of the speeches in the English Debate Society (EDS) preparatory
rehearsal for the Indonesian Varsities English Debate (IVED) 2011. I transcribed only the six substantive
speeches and excluded the reply speeches from both the affirmative and negative team. It is based on the reason

162 st
The 61 TEFLIN International Conference, UNS Solo 2014
that the reply speeches do not contain new arguments and merely involves repetition and conclusion from the
arguments brought in the substantive speeches.
The procedure of analysis gives a general picture of a set of actions in analysing the data. It involves the
technique, unit of analysis, and steps of analysis. This study is mainly about conducting a vigilant scrutiny
towards the data, the transcript of the six substantive speeches brought by the debaters of both the affirmative
and the negative team in the English Debate Society (EDS) preparatory rehearsal for the Indonesian Varsities
English Debate (IVED) 2011. The core of such investigation was putting on the identification, at the next phases,
on the careful evaluation of arguments based on their rational persuasiveness. These chores, which consisted of
reconstructing, identifying, classifying, and analysing, were therefore accomplished by applying the content
analysis.
A sort of constructed units was carefully thought in order to ease the analysis of the arguments’ rational
persuasiveness. It served as the basic unit of concern containing one ideological stance from relevant category.
The available transcript was presented completely with punctuation that marked sentences and
paragraphs. Therefore, the data had been numbered in sequential order number according to the sentences.
Moreover, the argument reconstruction which involved four stages was carried out. They were done by
identifying the premises and the conclusion of the argument and identifying the structure of the argument. This
would help the next step of analysing the data which was classifying them into either deductive argument or
inductive one.

Steps of Analysis
The subsequent steps are to facilitate the content analysis as adapted from some sources (Miles and
Huberman, 1994; Berg, 1989, and Creswell, 1994).
(1) Data Reduction
It refers to the process of recording the English Debate Society (EDS) preparatory rehearsal for the
Indonesian Varsities English Debate (IVED) 2011, transcribing the speeches into a written form, and selecting,
focusing, and simplifying the data that appeared in the transcription. The later process consists of:
a. Reconstructing argument. It is the attempt of representing argument in such a way as to create a perfect
match between the propositions upon which argument actually depends and the sentences which represent the
argument in standard form (Bowell and Kemp 2002: 43). This argument reconstruction occurs in four stages:
(1) identifying an argument’s explicit premises and its conclusion, (2) identifying the logical relationship
which the author takes hold between these statements, (3) bringing the implicit elements of the argument into
fore, (4) and summarizing this argument in a single, well written paragraph. In reconstructing the argument,
two phases were involved: (1) identifying the premises and the conclusion, (2) identifying the structure of the
argument.
b. Creating code. Codes are established in the forms of tags or labels that are intended to enable the
identification and the classification of data.
c. Classifying the argument. This step is taken after the reconstruction of argument has been carried out. The
classification is intended to classify the arguments found into either deductive or inductive argument, and
whether the arguments have only one inference or more for the ease of further analysis.
d. Outlining a basic procedure for the assessment of arguments represented in standard form. I first considered
the arguments that had only one inference.

(2) Data Display

After the identification process had been completed through the data reduction, the results were later
presented in a sort of content-analytic summary description containing argument reconstruction and
commentaries.

Discussion
In their rehearsal for the Indonesian Varsities English Debate (IVED) 2011, the EDS debaters used the
Australasian Parliamentary System. There were six debaters at the venue. Three of them belong to the
Affirmative side of the house while the rest acted as the Negative side of the house. Each speaker spoke for eight
minutes and Points of Information (POI) were not allowed. The two teams debated upon one motion: This House
Believes That the US should launch a Military Intervention to Congo against the Lord’s Resistance Army. The
Affirmative side of the house tried to provide arguments and persuaded the adjudicators and audiences by
supporting the motion while the Negative side of the house negated their ideas. The arguments of each speaker
are reconstructed in this study. The detail of the arguments reconstruction and the whole analysis of each
argument are presented in the Table of Analysis below:
(1) There were six debaters at the venue. Three of them belonged to the Affirmative side of the house while the
rest acted as the Negative side of the house. Each speaker spoke for eight minutes and Points of Information

st
The 61 TEFLIN International Conference, UNS Solo 2014 163
 (POI) were not allowed. The two teams debated upon one motion: This House Believes That The US should
Launch a Military Intervention to Congo Against the Lord’s Resistance Army. The Affirmative side of the
house tried to provide arguments and persuaded the adjudicators and audiences by supporting the motion
while the Negative side of the house negated their ideas. The speeches did not merely contain arguments, but
there were also responses, clarification, explanation, and the opening-closing remark which were integrated
into one.
(2) There were twenty nine (29) arguments delivered by the EDS debaters in the preparatory rehearsal for the
Indonesian Varsities English Debate (IVED) 2011. The argument structures that were used involved Simple
Argument, T Argument, V Argument, and Complex Argument. Meanwhile, that which was excluded
consisted of Explanation and Clarification. From the four types of arguments structures, V Argument was the
one with the biggest magnitude. 13 were V Arguments, 8 were complex arguments, 6 were T arguments, and
2 were simple arguments. Both deductive and inductive forms of argument were used by the debaters. Out of
twenty nine (29) arguments, eight (8) of them were deductive arguments while the rest were inductive
arguments.
(3) To proof the rational persuasiveness of the arguments, the premises and conclusions of the arguments were
analyzed. Three (3) arguments were defeated while the rest was not. Therefore, it is concluded that out of
twenty nine (29) arguments, twenty six (26) of them were rationally persuasive and three (3) of them were
rationally unpersuasive.

Conclusion
Every individual should start learning more details about debating techniques, especially about rational
persuasiveness. They are also suggessted to be aware that there are techniques and pattern that can be learned to
improve and develop their critical thinking as well as supporting the materials they read from some sources
during the debate materials research. Every individual should encourage themselves to rehearse and to broaden
their view for the development of the latest issue in any aspect and scope.
For educational purpose, debate activity should be promoted and encouraged among students of State
University of Semarang. Finally, I recommend that further researches concerning with the same subject to be
carried out to gain more knowledge about debate, and generally, about the study of critical thinking.

Bibliography
Bowell, Tracy., Gary Kemp. 2002. Critical Thinking: A Concise Guide. Routledge: London.
Braden, Waldo W. 1997. “Debate and Debating.” In the Encyclopedia Americana. International Edition.
Volume 8. Connecticut: Grolier Incorporated. P.573-75.
Conn, Lauren. 2000. Argument & Structure. New York: Times Books.
Cresswell, John. W. 1994. Research Design: Qualitative and Quantitative Approaches. California: SAGE
Publications, Inc.
Hughes, William. 1992. Critical Thinking. New York: Broadview Press.
Miles, Matthew B and Michael Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Second.
Ed. United States of America: SAGE Publications, Inc.
Quinn, Simon. 2005. Debating. Brisbane, Australia.
Trapp, Robert. 2007. The Debatabase Book. New York: International Debate Education Association.

164 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NEEDS ANALYSIS FOR OPERATORS OF PETROCHEMICAL COMPANIES STUDYING AT
ENGLISH TRAINING CENTER, BONTANG, EAST KALIMANTAN

Yulia Hapsari
Universitas Brawijaya, Malang, Indonesia

Abstract: Needs analysis is central to the teaching material selection or even development of curriculum. This
study is to find out the needs of English for petrochemical companies’ operators who are studying English. This
case study is aimed at revealing target needs data and learning needs data by using a set of questionnaires and
interview guide for the subjects of the study. The target needs data wrap up the subjects’ necessities, lacks, and
wants, while the learning needs data concern with attitude, preference, and learning habit. The subjects of this
study were the stakeholders of operators’ English class program in ETC (English Training Center) Bontang; they
are the operators studying at ETC Bontang, the teacher of thee program, ETC Bontang, and the petrochemical
companies. The findings of the needs analysis provide a clear consideration of what and how to teach English
materials that precisely answer the operators’ need. It is of a paramount expectation that the result of this study
will give significant insight for tutors of companies’ training center, teachers of vocational schools, and lecturers
teaching English relates to petrochemical field in selecting teaching materials and develop syllabus that match
with the needs.

Keywords: English Training Center, petrochemical companies, EOP, needs analysis

This study took operators studying English at company class program of ETC (English Training Center)
Bontang, teacher of the program, ETC Bontang, and petrochemical companies whose operators participated at
the program as the subjects of this study since these parties are considered as the major stakeholders in the
English teaching-learning process in the program. Johnston and Peterson (1994:66) argued that the main
stakeholders in teaching-learning process are the students, teacher, teaching institution, funding provider, and
user institution because stakeholders are those directly engaged in the program. In this study, a half of the
stakeholder is PT. PKT (Pupuk Kalimantan Timur) and PT. KPI (Kaltim Parna Industri), Bontang which play
role as the funding provider as well as user institution in the language program. These companies, reputable
Asia-wide as highly qualified companies in agro-chemical and petrochemical business accordingly, need to
improve their operators’ performance at work to keep up with the most up-to-date technology by assigning their
operators to study English in ETC Bontang. The other half of the stakeholder is ETC Bontang as the teaching
institution and the program’s teacher. ETC Bontang provides English training to employees of many companies
in Bontang since 1992. Thus, as an institution, it is trustworthy to prepare, to run and to provide qualified and
experienced English teacher to teach English for specific purposes program based on needs analysis conducted
prior the program.
Needs analysis is fundamental to the selection as well as the development of materials to be further
stated in a syllabus or curriculum. Needs analysis is a central aspect which directly influences the goals, input for
material designing and grading and the teaching-learning process (Nunan, 1985) and one of fundamental
principles underlying learner-centered systems of language learning (Brindley, 1989) as needs (along with
principles and environment) is an influential factor contributing a realistic list of language, ideas or skills
(Nation, 1996). Teacher-learner needs analysis involves negotiating role: identifying what learners expect and
what responsibility teacher expect learners to assume for their development (Nunan, 1990). It can be very
formal, extensive and time consuming, or it can be informal, narrowly focused and quick (Strong-Krause, 2008).
Yet, it is never enough to only depend on the teacher’s and course designer’s beliefs and assumptions. In
addition, the needs analysis framework should cover information answering questions of why the language is
needed, how the language will be used, what the content areas will be, who the learners will use the language
with, where the language will be used, and when the language will be used (Hutchinson & Waters, 1987:59-63).
Needs assessment is needed to collect all necessary information related to participants’ needs and the
sponsor’s requirements. It covers all information about the students’ needs, wants, wishes, and many more. In
gathering those information, Widdowson (1981:2) put the needs into two categories; ‘goal oriented’ needs which
deals with the students needs on using the language once they has learned it, and ‘process oriented’ needs which
concerns what the students do to actually acquire the language. The former category of needs relates to program
aims, while the later category focuses on the pedagogical objectives. Similar categorization is also proposed
Hutchinson and Waters (1987:54-60) by grouping the needs into ‘target needs’ and learning needs’. Indicated by
the name, the target needs touch on the use of the language mastered by the students and the learning needs refer
to what the students need to do to learn the language. The target needs is further divided into necessities, lacks,

st
The 61 TEFLIN International Conference, UNS Solo 2014 165
and wants which respectively refers to what the students have to know in order to function effectively in the
target situation, the discrepancy between the necessity and what the students already know, and what the
students actually want to learn or what they feel they need to learn. Hutchinson and Waters (1987:58-60) add
that analysis of target needs concerns with language use and what people do with language, yet it will not be
complete without analyzing the learning need as the need analysis should be a learning-centered approach.

Method
In concept, needs analysis is simple; the linguistic and communicative material that students will need is
determined, and the teaching syllabus is developed accordingly (Krahnke, 1987:81). In order to do so,
Hutchinson and Waters (1987:54-60) grouped the needs into ‘target needs’ and learning needs’. Thus, there are
two categories of data in this study, target needs data and learning needs data. As both data are qualitative data,
instruments aimed to result on qualitative data are put into use. Since the basic principle of the development of
all the instruments applied is the precision and effectiveness of the instruments to really get the intended data.
Therefore, blueprints of the instruments are constructed and the instruments are developed accordingly. As the
instruments are set, they are consulted to an expert to assure their validation. Necessary revisions are made based
on the expert’s feedback. Prior to employing the instruments, they are tried-out to a small sample of the
population to get feedback from the field. Then the instruments are analyzed to sort out items that result on
ambiguous answer or items that are difficult to be understood which lead to unclear answer. The instruments are
then revised and ready to be used.
The learning needs data deal with attitude, methods, place, time, media and assessments that are needed
by the operators to learn English during the program. The data are gathered by putting classroom observation
sheet and a set of questionnaires and interview guide into use. The classroom observation is meant to collect
information on classroom activity, teaching methods, media and assessment when the program was being carried
out; while the questionnaires and interview guide are aimed at getting information relates to the operators’
attitude toward English, their learning habit and learning type as well as their preference of teaching methods.
Questionnaires and interview guide are also given to the teacher of the program to find out the teacher’s
consideration in preparing the class, classroom activities related to material delivery and comprehension,
teaching techniques employed, the use of teaching media, and teacher’s method in evaluating the students’
progress and achievement.
The target needs data cover the necessity, lacks, and wants of the operators’ proficiency in English once
the program is completed. The data are collected from the result of interview with the operators, the personnel of
HRD (Human Resource Department) of PT. PKT and PT. KPI Bontang, the teacher of the program, as well as
with the manager of ETC. The target needs data are also collected from the answers to the set of questionnaires
given to the operators. The basis of the development of the questionnaire for the operators is to disclose the
students’ view and purposes of learning English.

Findings and Discussion

Target Needs Data
Data related to the operators’ target needs reveal the operators’ necessities, lacks, and wants. The result
of the set of questionnaires as well as the interview guide for the operators find out that the operators’ necessities
are everything related to machinery, maintaining and operating machines, analyzing process, communicating
orally especially to deal with expatriate colleagues, executing business negotiation, delivering presentations,
reading manuals and journals related to their job, and writing job report. Those necessities are mentioned from
the first rank to the last respectively. The operators’ wants are also disclosed; showing that in terms of language
skills, the operators put speaking as their most wanted skill to master, followed by reading, listening, and finally
writing. Besides that, the operators also want that the topics for the program varied such as casual conversation
topics, topics related to their job, reading manuals, business conversation, job report, business letter, meeting
note, memo, article, and documents to vendor. These topics are inline with the operators’ goal in learning
English. Those goals are to improve their personal quality, to get promotion in their work place, and to fulfill the
demand from their job to keep up with the global world respectively. Considering the operators’ necessities and
their competence in English, their lacks are indicated. These operators should work hard on improving their
vocabulary, have more knowledge of English that relates to their job, improve their confidence in using English
orally and in written form, and do more practice to use their English.
Target needs data gathered from PT. PKT and PT. KPI Bontang as one of the stakeholders display the
same necessities like what the operators state, that is for all operators to master English that relates to machinery
for all machines used in the factory and all processes involved in the production are in English. The goals of the
companies by sending their operators to take an English program in ETC reflects the companies’ wants, that is to
equip all operators with the knowledge of English related to machinery, fertilizer, and its production process as
well as English for daily conversation so that eventually English speaking atmosphere is in the workplace

166 st
The 61 TEFLIN International Conference, UNS Solo 2014
everyday. The companies add that operators who are high school graduates need to improve their English to
perform better in their job and improve their personal quality. On the other hand, the companies admit their lacks
by stating that there is no certain policy or target set after the completion of a certain English program. This
situation does not help in anyway to make their wants to have English speaking atmosphere in the workplace
comes true.
ETC as the teaching institution who holds some of the share in the English program states that it is of
their paramount expectation to be able to help the operators to at least have some knowledge on English relates
to machinery and to make them comfortable in using English in their daily conversation. Yet, there is a gap
between ETC’s wants and the reality as -from its experience- the operators have low attendance due to their busy
schedule that makes them have not much time to learn the language. ETC should also have a more intense
communication with each department and unit of work to find out the needs of the employees and provides the
English accordingly. Provision of qualified teachers to teach ESP (English for Specific Purposes) as needed is
also a challenge.

Learning Needs Data

Learning needs refer to what the students need to do to learn the language. They focus on the
pedagogical objectives. Thus, this study grouped the learning needs data into nine categories that are useful
consideration in planning the teaching-learning process. Those nine categories are stakeholders’ attitude toward
English, the operators’ preference relates to methods and media of teaching, assessment to their learning process,
and their learning habit that covers their preference of place to study, frequency in using their English, and their
preference of partners in using their English.
The set of questionnaires as well as the interview guide for the operators unearth that all of the
operators have a positive attitude toward English as all of them believe that English is very important for them.
The same findings are also obtained from response of the set of questionnaires and the interviews with other
stakeholders; teaching institution and companies. Furthermore, most of the operators prefer to practice their
English at home with their family to seek the comfort and confidence they need. Yet, some others prefer to use
their English at work with their colleagues and with their teachers in ETC because they want to use it in a real
context as demanded by their job and to get feedback for the sake of their better English. What is interesting is
that these operators said that they use their English everyday although it is only in a short time.
Data about the teaching methods, media, time allotment and assessment technique indicate that the
three parties of stakeholders have similar ideas. It is just the way they rank the ideas that is different. About the
teaching methods, the operators argue that discussion is their top most favorite method, followed by watching
movie/video, presentation, role-play, lecturing, and error correction respectively. Though the same methods are
also stated by ETC as the most methods they use as these methods are believed to effectively improve the
operators’ English proficiency, it is presentation that becomes the first in rank, followed by lecturing, role-play,
discussion, and watching movie/video. On the other hand, have no idea of what methods, media, and assessment
technique are used. They leave the decision to the teaching institution. It is only the time allotment that they air
their view, which is 100 minutes per meeting, twice a week. This idea is just perfectly suits the idea from the
operators and ETC.
The operators also have different ranking for the media used to help them learning. The operators argue
that audio visual media helps them more than tape players, white board, LCD projector and books; whereas ETC
believes that book helps the operators learn better than LCD projector, whiteboard, audio visual media and tape
players. Finally, the assessment technique preferred by the operators as it is assumed to really evaluate their
learning process is in form of essay. Assignments, multiple choice and direct error correction comes after in that
order. Yet, ETC believes that multiple choice test and essay only are enough to measure the operators’
proficiency and competence in English.

Conclusion
Exploration on ESP and ESP teaching really needs to be kept conducting as the demand of English in
work place is no longer only English as means of communicating everyday issues to build a good social
interaction, but it has been moving ahead to specific English for enhancing knowledge to keep up the pace with
the world’s rapid development. Therefore, provision of qualified work force mastering English demanded by
work place is a must, and university is one of the best places to start it.
ESP should already have been taught in vocational schools and university level as students have already
decided the major they want to take. Thus, English taught should have been specified to their major and
materials are adapted from the ones used in the real work place. In this way, the university students get
knowledge of technical terms and hints of what happen in actual work place. In addition, university also needs to
consider the ESP teacher. It should have practitioners having good command and knowledge of English playing

st
The 61 TEFLIN International Conference, UNS Solo 2014 167
the role as the ESP teachers instead of English teacher having no experience and knowledge in the specific field
needed.

References
Brindley, G. 1989. The Role of Needs Analysis in Adult ESL Programme Design. In R.K. Johnson (Ed),
The Second Language Curriculum (pp. 63-78). Cambridge University Press.
Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: A Learning-Centered Approach.
Cambridge: Cambridge University Press.
Johnston, B. & Peterson S. 1994. The Program Matrix: A Conceptual Frame-work for Language Program.
System, 22(1): 63-80.
Nation, P. 1996. Language Curriculum Design. Wellington: Victoria University of Wellington.
Nunan, D. 1985. Language Teaching Course Design trends and Issues. Adelaide: NCRC.
Nunan, D. 1990. Study Skills for Further Education. Lewisham: National Center for English Language
Teaching and Research.
Strong-Krause. 2009. What is Needs Analysis? How is It Completed? Why is It Important? In
http://linguistics.byu.edu/. Accessed in December 26, 2009.
Widdowson, H.G. 1981. English for Specific Purposes: Criteria for Course Design. London: Newbury house.

168 st
The 61 TEFLIN International Conference, UNS Solo 2014
 A PROPOSED MULTICULTURAL ENGLISH CURRICULUM
TOWARDS AEC FOR YOUNG LEARNERS

Agnes Widyaningrum
University of Stikubank Semarang
agnes.maryanto@yahoo.com

Abstract: The current curriculum applied in schools in Indonesia refers to the competency based curriculum
focusing on students’ competence. Recently, the Indonesian government published 2013 curriculum which
changed the paradigm in English teaching. Moreover English is not a compulsory subject anymore even for
elementary students. The condition contradicts to the aim of global community where English is admitted as one
of most widely spoken languages in the world. Indonesia is heading to AEC in 2015 emphasizing on the
students’ ability to join global competition. As a multicultural country in this multicultural society we must
respect and keep our own culture as our identity. One way to achieve it is through education. The multicultural
education principally is a kind of education that highly respects differences (Mahfud:2010) therefore we need to
create multicultural curriculum. The multicultural curriculum should integrate character education. According to
Sulistyowati (2012) that Pengembangan Pendidikan Budaya dan Karakter Bangsa in 2010 determines five aims
of character education for Indonesian students. Therefore through this paper I invite curriculum developers and
teachers to work hand in hand in preparing Indonesian’s students future to join in global competition as a global
community.

Keywords : curriculum, competence standard, basic competence, multicultural curriculum, character education

Background
Indonesia is one of ASEAN countries having a potency to grow and develop to be a developed country.
To achieve this purpose Indonesia should work hard in many things including education. This condition is in line
with things that have been written in AEC Blueprint as a guide for ASEAN countries to create AEC in 2015.
Historically, after economic crisis occurred in South East ASEAN countries, the leaders of those countries have
made an agreement in KTT-9 in Bali in 2003 that they will build ASEAN Community in terms of politic
(ASEAN Political-Security Community), economy (ASEAN Economic Community), and socio culture
(ASEAN Socio-Cultural Community) that is known as Bali Concord II (Buku Menuju AEC 2015 disusun oleh
Depdag).
Educational and Cultural Department implemented entrepreneurial programs in schools. This is done in
order to grow the entrepreneurial spirit among Indonesian youth to join in global competition. The important
thing is the ability to use international language admitted by international world known as English. Honna stated
that the concept of English as a Multicultural language is based on the fact that English stays as an indispensable
language for intranational and/or international communication in Asia and other parts of the world (2008:69).
The English language is needed to build relationship so that they can build mutual understanding among them.
Talking about the world and how children try to bring the world closer to them with their own effort in
understanding it is done using their own knowledge. Vygotsky’s (1978) concept of learning as socially and
culturally mediated and Bakhtin’s (1978) concept of language as involving dialogic relationships provide the
theoretical framework for my central arguments: children subjectively locate themselves in the languages,
cultures and communities in which they find themselves construct their meaning of the world (Maguire, 1997).
Children are our future generation therefore we should help them to understand the world they are living.
Children have their own understanding about the world based on their culture and knowledge thus the role of
adults around them is to help them building their knowledge towards the world without forgetting their cultures.
The English teachers in accommodating entrepreneurship programs should use English as a medium of
communication based on the literacy level. In order to achieve this goal, the English teachers should consider
having English entrepreneurship program taught in schools because without mastering the English language first,
it is impossible for Indonesian young generation to be able to compete in global world especially in facing AEC
in 2015. By putting English entrepreneurship program into curriculum, the teachers will be easier to help the
students understand the English and use English to do entrepreneurial things.
Curriculum refers to a very broad field of inquiry that deals with what happens in schools and other
educational institutions, the planning of instruction, and the study of curriculum plans are implemented. A
curriculum in school context refers to the whole body of knowledge that children acquire in schools (Richards,
2001:39). We realize that our country Indonesia is a multicultural country therefore teachers should create a
multicultural curriculum. Multicultural is a condition involving or including people or ideas from many different

st
The 61 TEFLIN International Conference, UNS Solo 2014 169
countries, races, or regions (Longman, 2004:1081). This definition fits to describe Indonesia as a multicultural
country.
The government published the law for education known as National Educational System no 20 year
2003 chapter 11 verse 1 stated that it is a mandatory for state and local government to guarantee the acceleration
of qualified education for all Indonesian people. Unfortunately through many changes in curricula applied in
Indonesia the quality of human resources is still at the bottom level compares to other Asian countries. It is
proved by the data taken from UNDP published in 2013 about Human Development Index showed that
Indonesia is on the rank no 121 out of 187 countries in the world.
Department of National Education (Depdiknas, 2001:3) stated that Indonesian government has done
many efforts to improve the quality of national education through curriculum development, evaluation system
improvement, learning material development, books and teaching aids increment, learning means and facilities
development, teacher’s competence improvement and the improvement of school leaders’ quality. The result is
unsatisfactory as Indonesian human resource quality index is still low. The HDI of Indonesia in 2012 is 0,629
below the average of 0,64 for countries in the medium development group and below the average of 0,683 for
countries in East Asia and Pacific (UNDP, 2013). This HDI of Indonesia shows that Indonesia has lower
position than Philippine.
Through this paper, that is part of my dissertation, I urge English teachers to be aware of the
development occurred in Indonesia and to keep up with the government’s program. AEC in 2015 is not a
frightening event but a challenging moment to improve our young generation to participate in global world
starting from Asian countries. One thing must be listed in the multicultural curriculum is the character building.
We want to have good Indonesian students’ character who preserve their own culture therefore character
education will build good character of Indonesian entrepreneurs. With regards to AEC in 2015 that has been
planned by Asian countries, Indonesian students should be exposed with lots of English cultures, for instance the
English language. If they have mastered the English language, they can negotiate and build better mutual
understanding in global world without leaving the multicultural values.

Method
This study is descriptive in nature. Isaac and Michael (1981: 46) stated that the purpose of descriptive
research is to describe systemically the facts and characteristics of given population or area of interest, factually,
and accurately. One of the characteristics of descriptive research is used in the literal sense of describing
situation or events. The data were described systematically in order to get better result. Another scholar,
Singarimbun (1982:2) states that the goal of descriptive research is to explain and to qualify a fact and object. In
this case the writer gives factual information about the upcoming AEC and the object that is a multicultural
English curriculum.
The writer only describes the phenomenon occurred in this country regarding the government’s plan in
2015. The AEC is a good start to prepare our young generation to participate in global community. To make
them ready teachers should develop better curriculum to help them achieve the goal that is to be qualified human
resources. The curriculum that I propose through this paper is called a proposed multicultural English curriculum
towards AEC for young learners. In order to conduct the research, the writer divides the method into two steps
namely data collection method and data analysis method.

Data collection method

This method is used to gather the data. The writer used documentary research as she documenting
relevant information concerning AEC from the blueprint of AEC in 2015 compiled by Depdag.

Data analysis method

The writer analyzes the data regarding English language as a widely spoken language in the world
including in Asian countries. With reference to the ability of using English, I propose a multicultural English
curriculum. English is no longer a compulsory subject in Indonesia therefore this phenomenon is contradictory to
the upcoming event that is AEC in 2015. The information will be analyzed accordingly based on the factual
information and real condition of Indonesian students especially about English language curriculum.

Findings
The Minister of National Education of Indonesia, Mohammad Nuh, has approved the 2013 curriculum
in which the English is no longer a compulsory subject taught in schools but as an optional subject taken based
on students’ interest. The curriculum concerns more on subjects deal with civic, nationality and religious things
such like PKN (Pendidikan Kewarganegaraan), Agama dan Bahasa Indonesia. Those subjects have more time
in teaching at schools because the government wants to create good character students who have good attitude,
nationality and faith. Thinking about the students’ character, can we rely only on those subjects? The students’

170 st
The 61 TEFLIN International Conference, UNS Solo 2014
character will be built better if they understand and know their own cultures. The cultures are implemented in
their attitude and behavior. Another thing that we should think is the students’ competences.
The students’ competences still become the basis to develop a curriculum. One thing that needs to be
seriously concerned is the English language. The English should be taught formally and informally in school but
in different way, for example in accordance with the AEC, the English lesson can be taught embedded with
entrepreneurship program. English is used as a medium of communication to support the entrepreneurial activity
like negotiation. The students will learn to use English in more practical way by assigning them to have a role
play. The negotiation will be done in English and the students should know the expressions used in negotiation.
The topic can be varied from formal and informal negotiation to make the students creatively expressed their
ability in using English in negotiating.
The cultures that the students should know is the way people communicate in negotiation, for example
how to greet the participants involved in the negotiation, how to open the negotiation, how to lead the
negotiation and how to end the negotiation. The cultures might be in the form of the greeting cultures, the body
language, the forbidden things to do in negotiation, etc. The students will learn English practically and also apply
the entrepreneurship theory in direct way. A role play is a good activity to do because the students can work in a
group. Work in group activity can help students who have lower ability to improve their ability by learning from
their peers.
The proposed multicultural English curriculum accommodates character building into the curriculum
because character building is a representation of a culture. A nation who knows well of its history is a great
nation. A great nation will create good character human resources. Indonesia has Pancasila and Bhinneka
Tunggal Ika as Indonesian phylosophy. This pylosophy has strong foundation to build Indonesia becomes a
multicultural country which has qualified human resources.
Below is the example of a proposed multicultural English curriculum (adopted from Implementasi Kurikulum
Pendidikan Karakter, Sulistyowati:2012):

a. Curriculum structure
Subject classification
Aesthetics
Scope
This subject classification is aimed at
improving sensitivity, the ability to
express and ability to appreciate beauty
and harmonious.
...........................
Impementation of cultural values
and nation character
1.Do the activity of language, art
and culture, skill and relevant local
content through learning and extra-
curricula self developing.
2......

b. Curriculum content
1. subjects and developing character values
a) scope and purpose of subject
No Subjects Scope Purpose
1 English This subject covers the ability to 1.This subject is aimed at improving
entrepreneurship do spoken communication in students’ English spoken competence
global context with the following 2.to grow entrepreneurial spirit
aspects: listening, speaking, regarding cultural values and to be able
reading and writing to compete in global world
b) competence standard and basic competence
No Subject/class Competence standard Basic competence
1 English 1.listening 1.respoding by doing action
entrepreneurship/ 4 2.responding to a simple verbal
graders instruction
2.speking 1.......
3..............
c) subjects and developing character values
No subjects Developing character values based on school graders
elementary
1-3 graders 4-6 graders
1 English Nationality, care for the nationality, care for the
entrepreneurship environment, respect achievement, environment,
respect achievement, creative

st
The 61 TEFLIN International Conference, UNS Solo 2014 171
c. Developing cultural education and nation character
Principally, the development of cultural education and nation character is not included as a main topic but
integrated into school subjects, self development and school culture.
d. Learning content
The learning content is determined by referring to the competence standard and educational management
based on school graders.
e. Learning outcome
Learning outcome is determined in basic competence with the range between 0-100%. Ideal outcome
criterium for each indicator is 75%.
f. Graduation
Graduation is done at the end of every academic year. The criterium for graduation is arranged by related
technical directorate.
g. Life skill education
curriculum For Elementary Schools Can Integrate Life Skill Education Covers Personal Skill, Social Skill,
Academic and/or vocational skill.
h. Education based on local and global strengths
Education based on local and global strengths is the education that utlizing local strengths and the need for
global competitiveness in economical aspect, culture, language, information technology and communication,
etc that give benefits for developing students’ competences.

Conclusion
The proposed multicultural English curriculum towards AEC for young learners describes young
learners’ competences in applying their personal skill integrating character values. To have a good character
entrepreneurial student, teachers should understand the competence standard and basic competence needed in
each subject classification. Teachers should integrate cultural values into the subjects therefore the learning
outcome will represent the achievement of the indicators needed to build the students’ character. Life skill
education integrates into curriculum in order to support the students’ skills. Moreover, the teachers should utilize
local strengths and global competitiveness into curriculum to create students who are ready to join in global
community.

References
Cunningsworth, Alan. 1995. Choosing Your Coursebook. Oxford: Heinemann
Departemen Perdagangan Republik Indonesia.- Menuju Asean Economic Community 2015. Indonesia :
Depdag
Honna, Nobuyuki.2008. English as a Multicultural Language in Asian Contexts: Issues and Ideas. Japan:
Kurosio Publishers
Johnson, Robert Keith. 1989. The Second Language Curriculum. New York : Cabridge University Press
Longman. 2003. Longman Dictionary of Contemporary English: The Living Dictionary. England: Pearson
Education Limited
Mahfud, Choirul. 2006. Pendidikan Multikultural. Yogyakarta : Pustaka Pelajar
Saleh, Mursid.2008.Major Research Traditions (Handouts and Assignments). Semarang: Unnes
Schleppegrell, Mary J. 2004. The Language of Schooling : A Functional Linguistics Perspective.
London:Lawreence Erlbaum Associate
Sulistyowati, Endah. 2012. Implementasi Kurikulum Pendidikan Karakter. Yogyakarta: PT Citra Aji
Pratama
Ward, Christopher.2009. Language Teaching in a Multilingual World: Challenges and Opportunities.
SEAMEO

172 st
The 61 TEFLIN International Conference, UNS Solo 2014
THE USE OF MODERN DRAMA ON THE CURRICULUM FRAMEWORK IN TEACHING ENGLISH
AS A FOREIGN LANGUAGE CONTEXT

Astri Hapsari
Universitas Islam Indonesia
KM-14,5Kaliurang, Sleman, Yogyakarta
astrihapsari.0@gmail.com

Abstract: modern drama scripts are valuable authentic materials in EFL curriculum framework. Commonly, the
use of drama script in EFL context is either limited to adapting an extract as a resource of classroom discussion
or using the full version of the script to perform drama on stage. This essay presents an innovation in using
modern drama in Teaching English as a Foreign Language (TEFL) context by providing five components in the
learning process: knowledge on literary competence, close reading by doing role play, content group discussion,
aesthetic/efferent response, and using movie. This essay also elaborates the literature-based unit of work and the
design of assessment tasks. The course design refers to social-constructionist theory (Vygotsky), three
approaches of literary teaching (Lazar, 1993), process-based teaching (Carter and McRae, 1994), and balancing
between aesthetic and efferent response (Tutas as cited in Paran, 2006). This course design offers a
comprehensive literature learning that can be implemented in any EFL learning programs.

Keywords: Modern Drama, Curriculum Framework, TEFL

The literature teaching in language classrooms began to revive thirty years ago. A genre in literature,
drama has some advantages such as providing meaningful context, exposing students to language use in a
conversation, practicing oral skill, and promoting personal involvement (Lazar, 2010). Dialogues in a drama
script are essential resource of authentic material for language use in context in teaching English as a foreign
language context /TEFL (Hapsari, 2012). Western drama varies from classical Greek and Roman drama to
modern/postmodern drama. In TEFL context, modern drama gives more favor to students because the language
and cultural context areeasier thanto understand than those of Elizabethan or classical drama. This paper aims to
discuss aneducational modern drama program in EFL context withits assessment tasksin the curriculum
framework.

The Overview of EFL Educational Program

The coursedesignis intended to be the revision of the previous design of “Introduction to English
Drama” taught in STBA Prayoga , Padang, West Sumatera for fifth semester students in English Literature.
Scaffolding techniques are needed because the students vary in language competence and cultural
background.Scaffolding techniques are based on Vygotsky’ssocial constructivism which views that new
knowledge is socially constructed “in the interactive processes that occur in contexts oflearning” (Hammond
,2006, p.271).Scaffolding techniques from the teachers (such as split materials, verbal scaffolding) and peers
(such as group discussion, collaborative work in role play) will facilitate the students’ language and literary
competence.

The Literature-Based Unit of Work

The modern drama used is Arthur Miller’s Death of Salesman which won the Pulitzer Prizeand Drama
Critics’ Circle Award. The course will be divided into two (2x 150 minutes) or three (3x 100 minutes) meetings
per week. The unit aims: to discuss the elements of the drama(theme, setting, character, plot), to perform drama
on stage, and to analyse the elements of the drama.
Related to the aims, Lazar’s approach in teachingliterature as content/personal enrichment and
language-based is used in balance proportion so thatEFL students achieve aesthetic reading from careful study of
language used in text, learning about background information of the text, and relating their personal response to
the text.From the previous course design, it was learned that if students miss one of the those approaches, they
were likely to stay in the stage of efferent reading which only develops their literary knowledge (or knowledge
about literature), but not their literary skill which is necessary to get the knowledge of literature.
Considering literature teaching as process is also essential in order to get on the stage of aesthetic
reading. In process-based teaching, the starting point is close reading because familiarization of the text’s
structure is important to grasp the meaning. It willdevelop the students’ “knowledge of literature”, said Carter &
McRae (1994, p. xxi-xxii). As a consequence, the first thing to consider while designing is that the students
should develop both their aesthetic and efferent reading at the same time without dealing with post-

st
The 61 TEFLIN International Conference, UNS Solo 2014 173
structuralisttheory of literature.As Misson (1994, p. 33) argues, “theory stops you from actually developing a
response to a text “. Therefore, the design basically covers:
1. Explicit explanation about skills students need to acquire as components of literary competence. In order to
have aesthetic reading ability, literary study should involve the recognition of literary competence (Culler, 1997,
p.61) which focuses
“the conventions that make possible literary structure and meaning : what are the codes or system of
convention that enable readers to identify literary genres, recognize plots, create characters out of the
scattered details provided in text, identify themes in literary works, and pursue the kind of symbolic
interpretation that allows us to gauge the significance of poems and stories. “
In a play, this convention includes stage convention, character, plots, setting, theme, structure, and stage
direction.Therefore, in the first week, these codes should be explained and the scaffoldingin setting the context
of the drama should be done.By having these skills, students will have the clue what they will encounter in the
drama script (play text) which will help them to construct the meaning of the text.The explicit explanation on the
skills is also implemented in week 8 and 9 when the students prepare to write an essay about the play text.

2. Gradual close reading by doing role-play

This while-reading activity combines Richard’s close-reading technique in practical criticism (1929)
and Lazar’s perform-a-role-play technique (1993, p.140). Close reading activities will develop students’
knowledge of literature. This technique leads to active response in reading the play text rather than to passive
reception of information about the texts. In the case of lengthier play, dividing the whole play text into some play
extractswill helppersonalize the students’ response (Collie and Slater, 1987,p. 36). Role plays give an advantage
on “focusing functional/ linguistic area in the text” (Lazar ,1993, p. 146) and increase students’ engagement
while reading.

3. Content group discussion

In this post-reading activity, the students share with their friends about their response to the drama
extract. Vygotsky’s ideas about zone of proximal development (ZPD) assume that social interaction and
cognitive development are in close relationship since “learners co-construct knowledge based on their interaction
with their interlocutor or in private speech”(Lightbown and Spada ,2006, p. 47).Therefore, group discussion will
scaffold students to gain literary skill and knowledge.

4. Aesthetic and efferent response in meaning interpretation

The response is built in the social interaction in group works from gradual close-reading-role-playing
activities of the extracts (in week 1- 4) to adapting the extracts into drama performance (in week 5- 7) and
writing individual-response essay about the whole play text (in week 8-10).In adapting the extract into
performance, each member of the group should choose certain role (such as director, actor, actress, or make-up
artist) to give them opportunity to show their “aesthetic response” of the play text (Tutas as cited in Paran, 2006,
p.138). In writing the essay about the play text, the students have to show their critical response about the codes
or system of convention in the play text and support their argument by using appropriate quotation from the play
text , which are more efferent response (Tutas,as cited in Paran, 2006, p.138).

5. The use of movie to increase students’ motivation in comprehending the play text.
The movie is used after the student finish with their close reading because the language study in the
written form of the play text should be the main material. The movie is extra material to help the students’
comprehension and a source of the acting model for their drama performance.

Assessment Tasks
There are three tasks involved in the assessment framework: portfolio assignments (20% of the total
score), drama performance (40% of the total score), and an essay (40% of the total score). Portfolio assignments
are intended to record students’ progress in responding the play text. Drama performance will give the
opportunity to the students to show their aesthetic response of the extract and their ability to apply the literary
competence to a new situation. The criteria include personal engagement in teamwork, ability to interpret
emotion and action written in the extract in the performance, and appropriate language use in adapting the
extract. Finally, in writing an academic essay about the play text, students can choose whether they want to write
about point of view, character, plot, structure, setting, idea/ theme or tone. Specific criteria for the performance-
based assessment for academic essay are :evidence of close reading of the drama script, ability to justify
interpretation through attention to, selection and use of the extract and coherence and cohesion of essay
introduction, body and conclusion (Victoria Curriculum and Assessment Authority, 2005).

174 st
The 61 TEFLIN International Conference, UNS Solo 2014
Conclusion And Suggestions
The strength of the unit of work proposed in this paper is thestructuralist approach with explicit
teaching of literary skills, collaborative work in close reading and role-playing, and sectioning the play text into
some scriptswhich scaffold the process of the students to improve both their language and literary competence.
Moreover, the assessment tasks test the students’ aesthetic and efferent response so that the students develop the
literary knowledge and skill properly. The challenges will be in the essay assignment. Some students have
problems with grammar accuracy so the mark will focus more on meaning and the organization of ideas.The
allocation of time (300 minutes per week) is also predicted to be the biggest challenge because the previous
syllabus only allocate 100 minute per week which equals to 2 credits for the one semester learning program
design. However, this proposed design is worth trying if we would like to integrate content, language, and
culture in the teaching of literature in more balance proportion in the curriculum framework.

References
Carter, R.,& McRae, J. (1994). Language, literature, and the learner: creative classroom practice. New York:
Addison Wesley Longman.
Collie, J., & Slater, S. (1987). Literature in the language classroom : a resource book of ideas and activities.
Cambridge [Cambridgeshire] ; New York: Cambridge University Press.
Culler, J. (1997).Literary theory : a very short introduction. Oxford: Oxford University
Hammond, J. (2006). High challenge, high support: Integrating languageand content instruction for diverse
learners in anEnglish literature classroom.Journal of English for Academic Purposes 5 (2006),269–283
Hapsari, A. (2012). Poetic approach in the study of drama script: Analyzing the disappointments faced by Willy
Loman in Arthur Miller’s Death of a Salesman in teaching English as a foreign language context.
Journal of English and Education, 6 (1), 1-8.
Lazar, G. (1993). Literature and language teaching : a guide for teachers and trainers. Cambridge [England] ;
New York, NY, USA: Cambridge University Press.
Lightbown, P., &Spada, N. (2006).How Languages are Learned. New York: oxford University Press.
Misson, R., & Victorian Association for the Teaching of English.(1994). A brief introduction to literary theory.
[Carlton, Vic.]: Victorian Association for the Teaching of English.
Paran, A. (Ed.).(2006). Literature in language teaching and learning. Alexandra, Virginia: TESOL.
Richards,I.A. (1929).Practicalcriticism.Retrieved fromhttp://www.english .cam.ac.uk /classroom/pracrit.htm
Victorian Curriculum and Assessment Authority.(2005).VCE Assessment handbook literature 2006-2010. East
Melbourne : Victorian Curriculum and Assessment Authority.

st
The 61 TEFLIN International Conference, UNS Solo 2014 175
 21ST CENTURY LEARNING DESIGN
PROJECT BASED LEARNING : SCHOOL CAMPAIGN FOR BETTER FUTURE

Betty Sekarasih Hadi Yani

Abstract: the world has changed and things around as are noticeably changing . The unlimited development of
technology is altering the pattern of our relationship to information. This global change really demands qualified
human resources so that they are able to live on and keep the pace to the rapid change.
Preparing qualified human resources cannot be separated from the role of education. Due to the high speed
change in this 21st century, an educational institution then needs to provide the students advanced skills (21st
century skills) so that they are able to face their future, to succeed in the globalized, knowledge based world of
today. In doing so, there is a need to create a learning design that equip the students the 21st century skills. The
learning design should reflect some dimensions of 21st Century Learning : collaboration, knowledge
construction, self-regulation, real world problem solving and innovation, use of ICT for learning and skilled
communication. Each dimension represents an important skill for student to develop.
Project Based Learning is one of learning models that really matches to the 21st century learning paradigm. This
paper is going to present a project based learning : school campaign for better future that has been conducted as
the best practice. The students were engaged in projects to create campaign to struggle the real problem happen
in the society. The campaign were in the form of visual products by creating brochure/poster, audio product by
using song smith and audio visual product by applying photostory program. In doing so, they had to work
collaboratively and think critically and communicate actively. The ICT use was absolutely required in the
project. They regulated themselves in doing the project and finally they presented their products to the real
audience and the products were expected to bring benefits for the real society/audience.

Keywords : 21st century skills, 21st century learning design, project based learning, collaboration, knowledge
construction, self-regulation, real world problem solving and innovation, use of ICT for learning, skilled
communication

Introduction
Since the 21st century the world has entered the knowledge based era. The unlimited development of
technology is altering the pattern of our relationship to information. This global change really demands qualified
human resources. It means that the human resources should have advanced skills that cover ways of thinking,
ways of working, tools of working and skills for living in the world to live on and keep the pace to the rapid
change. Kang, Kim, Kim & You ( 2012) noted that there was a change of academic standard during the
development of information and communication technology (ICT) and the growth of global economy. Then, this
different academic standard forces educational institution to prepare the students.
Rotherdam & Willingham (2009) said that the students success depend on the 21st century skills, so
that students are expected to possess these skills through learning process occured at school. Therefore, there is a
need to create a learning design that equip the students the 21st century skills that influence the way of thinking,
the way of working, tools of working and also skills to survive in the real world. The learning design should
reflect some dimensions of 21st Century Learning: collaboration, knowledge construction, self-regulation, real
world problem solving and innovation, use of ICT for learning and skilled communication. Each dimension
represents an important skill for student to develop. Project Based Learning is a learning model that represents
21st century learning. It is student centered, engaging, authentic and also process oriented. The expected skills
can be well integrated in this learning model.

Literature Review
21st Century Learning Paradigm
The term 21st century skills is generally used to refer to certain core competencies such as
collaboration, digital literacy, critical thinking and problem solving that advocates believe schools need to teach
to help students thrive in today’s world. Then what do we mean by 21st century learning?
Berry (2010) stated that 21st century learning means that students master content while producing,
synthesizing and evaluating information from a wide variety of subjects and sources with an understanding of
and respect for diverse cultures. They demonstrate three Cs: creativity, communication and collaboration, digital
literacy as well as civic responsibility. Virtual tools and open source software create borderless learning
territories for students of all ages, anytime, anywhere. Wessling (2012) viewed that 21stcentury learning
embodies an approach to teaching that marries content to skill. It offers an opportunity to synergize the margins

176 st
The 61 TEFLIN International Conference, UNS Solo 2014
of the content vs skills debate and bring it into a framework that dispels these dichotomies. Beers (2012)
emphasized that 21st century learning should faciltate the students to possess 21st century skills. This learning
paradigm focuses on the ability of the students to develop critical thinking, relate the kowledge obtained to the
real world, work with ICT and collaborate.

Framework for 21st Century Learning

To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has
developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This
Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a
blend of content knowledge, specific skills, expertise and literacies. Every 21st century skills implementation
requires the development of core academic subject knowledge and understanding among all students. Those who
can think critically and communicate effectively must build on a base of core academic subject knowledge.

Figure 1 Framework for 21st Century Learning

ATC21S (assesment and teaching for 21st century skills) concluded four main aspects of 21st century
skills:
a. Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
b. Ways of working. Communication and collaboration
c. Tools for working. Information and communications technology (ICT) and information literacy
d. Skills for living in the world. Citizenship, life and career, and personal and social responsibility

Mastery of core subjects and 21st century themes is essential to student success. Core subjects include
English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history,
government and civics. In addition, schools must promote an understanding of academic content at much higher
levels by weaving 21st century interdisciplinary themes into core subjects:
a. Global Awareness
b. Financial, Economic, Business and Entrepreneurial Literacy
c. Civic Literacy
d. Health Literacy
e. Environmental Literacy

21st Century Learning Design Rubric

Models of learning that better prepare learners for life and work in the 21st Century can be called as
21st Century Learning Design. Educators globally are working to design these new models.As it is stated in
Microsoft Partner in Learning, there are 21st century learning design rubrics to help educators identify and
understand the opportunities that learning activities give students to build 21st century skills.
a. Collaboration
b. Knowledge construction
c. Self-Regulation
d. Real-world problem-solving and innovation
e. The use of ICT for learning
f. Skilled communication

st
The 61 TEFLIN International Conference, UNS Solo 2014 177
Project Based Learning
According to BIE (Buck Institute for Education) project based learning is a teaching rmrthod in which
students gain knowledge and skills by working for extended period of time to investigate and respond to a
complex question, problem or challenge. Essential elements of PBL include:
a. Significant Content
b. 21st century competencies
c. In depth inquiry
d. Driving Question
e. Need to Know
f. Voice and Choice
g. Critique and Revision
h. Public Audience

Discussion
The main root of this writing is to present learning activity that represents the characteristics of 21st
century learning. In this case the learning model used is project based learning. The project based learning was
conducted by combining the national curriculum and the rubrics in the 21st Century Learning Design.
This project was conducted in SMA Negeri 2 Playen, Gunungkidul Regency, Yogyakarta Special
Province. It was applied in XI graders that belonged to science classes (XI IPA1, XI IPA2 and XI IPA3). There
were 21 students in each class then they made groups of three in doing the project.
In the national curriculum, there were two based competencies that expect the students to be able to
express meaning in the form of functional text and also exposition text. The students were expected to produce
writing in the form of poster, leaflet or brochure for the functional text and they also had to result expository
writing. The communicative purpose of an expository text is to convince or persuade the readers about certain
issue stated in text. With this function, we tried to combine the content of the core subjects with the themes that
represent the themes in the 21st century learning. The selected themes were Global awareness, health literacy
and environmental literacy.
Having decided the theme, then we set the PBL. The students were given the task to do project in
group. They were expected to investigate and examine real problem that happened in the society. They had full
authority to decide which problem they would work with. They had to collaborate, communicate, construct
knowledge, apply ICT in doing the project. The final outcomes will be expository writings that were packaged in
multi modal products. They had to make bochure by utilizing microsoft office publisher, exposition text
(campaign) in the audio visual form by utilizing Microsoft photostory 3 for windows and they also had to make
audio campaign by creating songs using Microsoft songsmith.
The students decided the topic that they are going to discuss. The selected topics are :
XI IPA 1 XI IPA 2 XI IPA 3
1. Silicone Injection 1. Hazing (Hard School 1. Mark orientation among the
2. Vandalism Orientation) students
3. Corruption 2. Karst Mining in Gunungkidul 2. Internet Booth Phenomena
4. Early Marriage Regency 3. Students Cheating
5. Children and Gadget 3. Early marriage 4. Mobile Phone during the lesson
6. Child Sex Abuse 4. Preservative Food (Bakso 5. Traditional Game
7. Poverty in Gunungkidul Borax) 6. Under age motor rider
Regency 5. Teenager Suicide 7. Under age prostitute (Cabe-
6. Synthetic Color for Food cabean)
7. Free Sex

Project Based Learning Outline

School Campaign For Better Future
Objectives:
x Students will learn about some crucial aspects in creating campaign for certain issue
x Students will learn how to use technology as the tools of working
x Students will learn to solve the real world problem
x Students will learn the way of working such as to work in team/collaborate and also develop
good communication skills
x Students will learn some words and language features (in English)
x Students will learn to create product that can bring benefit for the real life other than students.

178 st
The 61 TEFLIN International Conference, UNS Solo 2014
Materials:
x Equipment: PC, Tablet, Mobile phone, video camera, .
x Software: Bing Maps, Microsoft Office, Microsoft Powerpoint, Photostory 3 for windows,
Autocollage, Microsoft office Publisher, Songsmith
Standards:
x Citizenship
x Global awareness
x Health Literacy
x Digital and Media Literacy
x Environmental Science
x ESL
x Social Studies
x Technology and ICT
x 21st Century Skills

Lesson Outline
Make a Plan (day 1-3)
a. Review the previous lesson. The former class discussed about functional texts. Then direct students
attention to focus on brochure/leaflet sample.
b. Lead the class into a discussion, suppose they are government official or social cummunity who
concern about social issue in the society
c. Give leading question : What should you do if you want to invite them to join some steps you offer to
solve the social problems?
d. Outline the project and make sure that all the students know the goals and the impact of the project for
them
e. Grouping
f. Assign the students to create their own planning to accomplish the projects (time schedule and role
distribution)
g. Teacher presented the success criteria (assesment) so that they are well aware of their responsibility and
able to regulate themselves to take the best endeavour

Day 4
a. Build awareness, what should be included in an effective campaign
b. Relate the knowledge they got from other subjects to ESL
c. Students make some list of required information to produce acceptable ad
d. Students share their responsibility to generate idea and obtaining information.
e. Arrange interview guideline (What point should be asked)

Day 5 – 15
Constructing Knowledge
1. Collecting Datas
2. Finding information from the real objects
3. Finding information from Internet (Bing)
4. Sharing a question in social media to invite opinion/testimony/expectation from many people even
from those who stay far away
5. Conducting observation in the real life
6. Conducting interview, local people, competent part, or government official that handle the issue.
7. Exploring the facts from the society
8. Taking photo, recording
9. Learn more information from many sources or media
10. Reviewing more sample videos of campaign
11. Interpret, analyze, synthesize and evaluate the information

Day 16-17
Learn how to use the tools of working (technology applied) to present the gained knowledge
a. Photo story for windows and Autocollage
b. Microsoft Power point
c. Microsoft office Publisher
d. Songsmith

st
The 61 TEFLIN International Conference, UNS Solo 2014 179
Day 18-22 Continuing to work in a group, to result three products required.
Day 23-25 Presenting/communicating the product to the class and the real audience to obtain feedback
Day 26- 28 Revising, Evaluating and submiting the final product

Conclusion
The development of the world today requires better quality of the human resources. It demands people
who possess 21st century skills so that they can compete in the globalized world. School as an educational
institution need to prepare the students well so that they can survive in the real life. In doing so, the school has to
provide meaningful learning experience that can train the students to apply the skills needed the real world or the
workplace. One of the ways to provide meaningful learning experience is by designing the learning activity.
Project Based Learning is a model of learning that can give the students authentic experience. With the
touch of 21st century learning, the PBL can really offer wide range real experiences for the students so that they
can apply their experiences obtained in the real conduct later. Students felt satisfied with their learning because
they could find the answers of their curiousity. They also could practice the important skills such as
communicate, collaborate, work with technology and also develop critical thinking.

References
Beers, S. Z. 2012. 21st Century Skills: Preparing Students for THEIR Future
Kang, M., Kim, M., Kim, B., & You, H. (n.d.). 2012. Developing an Instrumen to Measure 21st Century Skills
for Elementary Student.
ITL Research. 2012. 21 CLD Learming Activity Rubric.Microsoft Partner in Learning. Taken from www.pil-
network.com
Rotherham, A. J., & Willingham, D. 2009. “21st Century Skills: the challenges ahead”.In: Educational
Leadership Volume 67 Number 1: 16 - 21.
http://bie.org/about/what_pbl accessed on June 28th
2014 www.edweek.org/tsb/articles/2010/10/12/01panel.h04.htm accessed on June 28th
2014 www.atc21s.org/index.php/about/what-are-21st-century-skills accessed on June 30th 2014

Biodata
Name : Betty Sekarasih Hadi Yani, M.Pd.B.I.
Place & Date of Birth : Gunungkidul, 12 Desember 1982
Address : Sumberjo, Ngawu, Playen, Gunungkidul, Yogyakarta
E-mail : bettysekarasih@hotmail.com
betty.sekarasih12@yahoo.com
Phone number : 0817273265
Affiliation : SMA N 2 Playen, Gunungkidul, Yogyakarta, Indonesia
Current Position : English Teacher
Professional Involvement : Member of English Teacher Association of SMA and SMK
in Gunungkidul Regency Writer of E-learning material of Gunungkidul
RegencyMicrosoft Expert Educator 2014
Workshop/Seminar : 1. Diklat Tingkat Tinggi Guru Bahasa Inggris SMA – P4TK Jakarta
2. Microsoft in Education Global Forum, Barcelona 2014
Research interest :
1. Instructional Design,
2. Lesson Planning
3. Teaching with Technology
4. Collaborative Learning
5. 21st Century learning Design.

180 st
The 61 TEFLIN International Conference, UNS Solo 2014
 INTEGRATING CONCEPT OF ENTREPRENEURSHIP AS A LIFE SKILL
IN THE TEACHING MEDIA SYLLABUS IN UNIVERSITAS BRAWIJAYA

Devinta Puspita Ratri

Universitas Brawijaya, Malang Fakultas Ilmu Budaya
Jl. Veteran, Malang 65145Telp +62-341-575875 Fax.
Mobile phone: +62-85649920731
Email: devinta@ub.ac.id

Abstract: Universitas Brawijaya confidently goes to an Entrepreneur university level the next level after
Research University. Entrepreneur University gives the same portion for teaching, research and service.
Therefore, UB has a vision to have their students aware with the concept of entrepreneur at the first place and be
able to apply it later on. Valuing that being creative, being innovative, taking risk, and solving problem as the
concept of entrepreneurship, it is beneficial for students to be taught the concept for their life skill. Therefore, it
comes to an idea that entrepreneurship concept should be given integratedly to all subjects taught in Universitas
Brawijaya. Teaching media is one of the subjects which can come in line with the principles of entrepreneurship.
Teaching media, in its teaching and learning, is not only concerning on the theory but also producing the media.
Therefore, the concept of entrepreneurship is importantly given to Teaching Media course taker. For that reason,
teaching media syllabus integrated with entrepreneurship is worth-developed. By having the syllabus, it is
expected that the students are capable in making media as an aid of teaching process creatively, innovatively,
and further they can perform risk taking and problem solving when they are marketing their product.

Keywords: Syllabus, entrepreneurship, teaching media

Background of study
Universitas Brawijaya as an entrepreneur university gives a big concern to equip its students with the
concept of entrepreneurship as a life skill which is applicable in real life after completing campus life. Therefore,
UB provide one course namely ‘entrepreneurship’ which covers basic concept of entrepreneurship. The concept
of entrepreneur is worth taught since it gives students with the basic principles of entrepreneur which are being
creative, being innovative, taking risk, and solving problem; those principles are beneficial soft skill to prepare
students to get ready with their real life.
However, ‘entrepreneur’ course with 3 credits given in one semester only is inadequate to get the
students expert in performing the principle of entrepreneur and relate it with their field of study. To make these
principles mastered by the students, it comes to an idea to assimilate the concept of entrepreneur in all courses in
UB. It aims to get the concept of entrepreneur become more applicable in students’ field of study. Therefore, the
writer is in the progress of developing syllabus containing entrepreneurship in teaching media course. Teaching
media course is selected for the course contains the theory of designing media for teaching practice; furthermore,
in the end of the course, students are assigned to bring their media design into real product. For that reason,
teaching media fits with the concept of entrepreneurship.

Theoretical Framework
a. Teaching Media
Learning from experience is the best method for learner to get knowledge since the students involved in
the real situation where the knowledge is transferred. Sanjaya (2008) argued that experiencing the knowledge is
an effort to get the students learning. Experiencing the real situation is beneficial in the process of teaching and
learning. However, in fact, it is difficult to present real situation for students to experience in classroom.
Therefore, teaching media like video, flashcard, etc is advantageous for the process of teaching and learning as
an aid for students to experience the real situation.
Furthermore, learning by experiencing helps students know the real situation not only imagine it. But
then, the next challenge reveals that students not only know the knowledge but they also should be able to use
the knowledge. In this case, Bertram et al (2010) stated that in order to do things in society, teacher needs to
develop learners who can use the knowledge they have learnt, rather than just remember the content they have
learnt. To get students ready to be in the real society, they should be equipped with life skill. They should be able
to use their knowledge to solve the problems they face in society rather than simply being defeated by them. To
answer this challenge, students should be trained the teaching media course with life skill integratedly.
Entrepreneurship is one concept of life skill which is beneficial for students to prepare their future. Accordingly,

st
The 61 TEFLIN International Conference, UNS Solo 2014 181
the knowledge of teaching media and the concept of entrepreneurship as a life skill can work together to develop
students who are ready to do things in society.

b. Entrepreneurship
Entrepreneurship is often connected with money oriented. Other than that, Universitas Brawijaya views
entrepreneurship as a life skill which is valuable to be given as an aid to prepare students to get ready in society
later on. Dwomo-Fokuo (2003) lists the importance of entrepreneurship as follows:
1. enhances creativity and innovation
2. builds self confidence in people
3. serves as a tool for nation building
4. serves as the engine of growth for the nations’ economy
By knowing the importance of entrepreneurship will give valuable input for students so that they are
expected to be aware the importance of to do things in society after school life. Not only aware but students also
need to be able to perform the skill of entrepreneurship so that students can apply the concept of
entrepreneurship as a life skill in society in the future. Therefore, students are required to master the
characteristics of entrepreneurship. He also mentions the characteristics of the entrepreneurs in the list below:
1. Risk taking
2. Need to achieve
3. Innovation and creativity
4. Opportunity Orientation
Those are basic concept of entrepreneurship that is precious to be put together with teaching media course in
order to generate students’ life skill which related to their field of study.

c. Designing Syllabus
In this proposal, syllabus is not developed from zero. The concept and principles of entrepreneurship are
integrated in the existing teaching media syllabus. Yalden (1983) stated that examining the current syllabus used
can be carried out, and it can be the basis for an altered syllabus which can have a different focus.
To integrate the entrepreneurship concept, researcher will adapt the steps in the chart designed by
Yalden (1983) below:

Need survey

Examination of Description of
current syllabus purpose

Description of Description of language

language and langaug and language use:
use: actual projected

Comparison of the
taxonomies

Revisions of syllabus

Classroom procedures

Evaluation

The researcher will adapt the steps above based on the need of performing syllabus development.

182 st
The 61 TEFLIN International Conference, UNS Solo 2014
Method
This study is using research and development in developing syllabus. The syllabus is not developed from
scratch, but it is developed from reviewing and changing the existing syllabus teaching media course by
assimilating the concept of entrepreneurship.
To develop the syllabus, the researcher adapts the steps of changing existing syllabus by Yalden 1983. Here are
the steps in developing syllabus:
1. Description of purpose in terms of
a. Students characteristics
Students are taking teaching media course in 5th semester. 5th semester students have the same
background knowledge of pedagogy since they have got Teaching English as a Foreign Language,
Language Teaching Methodology, and Curriculum of English Instruction in the previous semester.
With the background knowledge of pedagogy that they have got, it is assumed that the students have
the same knowledge as the basis to get a good understanding of teaching media course.
b. Students need
Teaching Media course is developed by analyzing the students’ need of students who are taking
Teaching Media course in Fakultas Ilmu Budaya Universitas Brawijaya. The process of needs
assessment will be obtained by giving the students a questionnaire which consists of 10 items. Two (2)
items are asking about material of Teaching Media that students need in helping the teaching process in
the future. Two (2) items are asking about students’ knowledge on entrepreneurship. Three (3) items
are asking about material of teaching media and entrepreneurship.
The questionnaire were distributed to 4 parralel classes. 25 students of 40 students per class will be
asked to answer the questionnaire. As the result of the questionnaire was obtained, the materials and
activities can be considered as the reflection of what students need to do with the Teaching Media
course they want to learn. Since the syllabus development is intended for integrating entrepreneurship
to teaching media course, study subject-matter materials can be developed based on students’ field of
study so that the knowledge of entrepreneurship is more applicable for their future.
c. Integrating entrepreneurship
To get the appropriate knowledge of entrepreneurship, expert consultation is required in order to get the
goal of transferring knowledge of entrepreneurship fulfilled.
2. Design of a communicative syllabus
Phase one: examination of the existing syllabus
a. Extraction of current taxonomies
To examine the current taxonomies of the existing syllabus, researcher will discuss with the team of
Teaching Media course lecturers to get the appropriate taxonomies to reach the goal of teaching media
with the spirit of entrepreneurship.
b. Sequencing of items thus identified
After having the extraction of current taxonomies, the discussion with the team of Teaching Media
course lecturers will go on to find the right sequence of the items.
c. Comparison of current taxonomies with proposed taxonomies
To get the whole syllabus done, comparison of current taxonomies with the proposed taxonomies is
important to get the whole view of what have been done with the revision of the syllabus.
Phase two: the revised syllabus
d. Preparation of revised taxonomies for the whole curriculum
After comparing of current taxonomies with proposed taxonomies, the whole syllabus is revised based
on the proposed taxonomies have been designed.
3. Classroom procedures
The new syllabus will be applied to one class of Teaching Media course in order to get feedback from the
process of teaching and learning whether the syllabus effectively applied in Teaching Media course. The
applying the new syllabus will last for one semester in order to get the feedback for the whole syllabus.
4. Evaluation
After done applying the syllabus for one semester, evaluation will be performed in order to process the
feedback and revise the syllabus based on the feedback in the applying of syllabus in teaching process of
Teaching Media course.

st
The 61 TEFLIN International Conference, UNS Solo 2014 183
References
Bertram et al. 2010. Using Media in Teaching. South African Institute for Distance Education: South Africa
Dwomo-Fokuo, E. 2003. Entrepreneurship Theory And Practice, Kumasi Polytechnic
Sanjaya, Wina.2008. Perencanaan dan Desain Sistem Pembelajaran. Prenada Media Group: Jakarta.
Yalden, Janice. 1983. The Communication Syllabus Evolution, Design and Implementation. Pergamon Press.
Oxford

Biodata
Devinta Puspita Ratri was born in Malang, May 7 1986. She has been teaching in Culture Studies Faculty of
Universitas Brawijaya Malang since 2009 as one of the English lecturers. Dealing with TEFL, Teaching English
for Specific Purposes (ESP) and classroom management become her concerns. She has participated in some
international TEFL conference, such as International conference in UNS and UMP.

184 st
The 61 TEFLIN International Conference, UNS Solo 2014
 REDESIGNING THE COURSE OF MORPHOSYNTAX
FOR ENGLISH LANGUAGE EDUCATION STUDENTS

Intan Pradita
Islamic University of Indonesia

Abstract: Morphosyntax is inseparable from the aspect of applied linguistics. The theory of morphological
processes such as affixation, word order, and rewriting rules are unconsciously employed by English teachers to
develop students’ reading and writing skills. However, the understanding that Morphosyntax entails to English
proficiency is not widely known by some English teachers, since the terminology of Morphosyntax tends to be
associated to diachronic linguistics research. It affects to the perception that the course of Morphosyntax is
designed to be more linguistics, although the students are the English language education ones. Whereas, the
needs of English language education students revolve more on vocabulary mastering and sentence pattern to
support their English proficiency skills. This paper proposes the course-redesigning products of Morphosyntax
based on Corder’s concept of lexical and skill-based syllabus design. The elements of Morphosyntax course-
redesigning discussed in this paper consists of the basic competencies, materials, references, course description,
concept map, course objectives, competencies and achievement indicators, timeline, assessment, and teaching
strategies.

Keywords: Morphosyntax, syllabus, course outline, applied linguistics

At the first time I was occupied to teach Morphosyntax in higher education, I adapted my lecturer’s
sylabus when I was in undergraduate degree of English literature. The whole course was designed almost eighty
percent the same as what I got. The classes seemed well-managed since my students took the same department as
mine. However, things went different when I taught the same course for English language teaching students, it
was the time that I got uncountable protests for the course was difficult to understand. Therefore, I rechecked my
sylabus and course outline of Morphosyntax to redesign it based on the needs analysis of the students. This
paper is going to answer what elements does the course need to be redesigned.
The previous designed course covered course profile, course description, concept map, course
objectives, competencies and achievement indicators, timeline, and references. It was described as the course
which introduces morphological process and phenomena in order to have a clearer understanding in English
morphology. The focuses were on word formation, the hierarchal constituent sentence structure and
transformations. In the end, the students are to conduct an observation of morphological and syntactic
phenomena as part of their final mini research. The timeline of the course were constructed as follow; 1)the
development of morphology, 2) categories in Syntax, 3) morphological process, such as types of affixes,
compound, reduplication, 4) morphophonemic & internal modification, 5) morphological phenomenon, such as
blending, conversion, clitiques, acronyms, onomatopes, 6) word tree, 7) aspects of syntactic structure, 8)
grammatical relations, 9) dependency relations, 10) constituent structure, 11) grammar and lexicon, 12) theories
of syntax 13) comparative analysis of Morphosyntax in different languages, 14) error analysis. The achievement
indicators were the students able to describe morphological process and phenomenon English. In short, the
course outline was lack of theoretical foundation of language learning and teaching, syllabus, and applied
linguistics. Therefore, this paper is aimed at justifying the redesigning process based on Corder’s perspectives. It
is to explain what makes the course design different to ESP and English literature.

Needs Analysis Of The Students

Corder (1973: 204) implies that the sylabus of which the teacher produces must assign to the students’
functional needs. To assess the needs of the students, it is important to consider three points, which are the
curriculum as the core system and the students’ learning motivation as the external system. The Ministry of
Education suggests Indonesian universities to uphold competence-based curriculum in this recent updates (The
Decision of the National Ministry of Education Number 232/U/2000 about the Guidelines of Curriculum
Organization in Higher Education and the Assessment, and The Decision of the National Ministry of Education
Number 045/U/2002 about the Core Curriculum of Higher Education). The suggested version is appreciated as
the suitable one in order to accomodate both soft skills and hard skills for the sake of the students’ future career
as a teacher.
As designed by the university, the competence standard of Morphosyntax course are the ability to
master theories of linguistics and apply them through English language teaching and ELT researches, the ability
to widen the knowledge of applying ICT through the teaching-learning process, and to have an awareness of

st
The 61 TEFLIN International Conference, UNS Solo 2014 185
Indonesian culture, archipelago, and international on the ELT research context. It is shortly mentioned that
Morphosyntax to be applied in language teaching and ELT researches. Therefore, as an intial assumption, it is
unecessary to include theoretical linguistics, or historical comparative linguistics.
The next reference is about the perspective of the students. As the user of Morphosyntax course, the
students in this case are teaching students. They are going to be English teachers who must be able to deal with
the ‘what to teach and the how to teach’. Therefore, it is necessary to consider the motivation. Gardner and
Lambert in Corder (1973: 202) there are three degrees of positiveness in attitudes to foreign language learning
that corresponds to learners’ motivation. Those are the functions that the learner will require of the language, the
domains and purposes of why the learner needs the language, and the social group or language communities that
the learner will operate including his/her roles in these communities.
Answering the three questions before, in the matter of language function, the students are demanded to
have a good ability to apply and use the theory of linguistics that they have got in the classroom. Corder (1973:
48) describes that syllabuses for language teaching operations have tended to be expressed in terms of a list of
linguistic forms to be learned. This kind of syllabus gets frequent complaints from teachers that learners seem to
be able to cope with the language while in the classroom, yet they fail to use it satisfyingly outside. This is what
happened to the firstly designed syllabus, that the students could not understand its application to English skills.
Therefore, it is necessary to redesign the course objectives into more applicable instead of theoretical
introduction.
The students are going to implement the course to two domains, which are to their individual English
proficiency, and to their teaching environment. As a form of individual improvement, the students have to deal
with Morphosyntactic strategies as adapted from the performance analysis, especially about morphological
development conducted by Henzl (1973), Meisel (1975), Ferguson and DeBose, and Katz (1977) which are
simplified comprehensively by Els, et.al (1984: 96) that the first strategy of Morphosyntactic development is
avoiding subordinate/embedded clauses, passive constructions, SV-inversion in interrogatives. The next ones are
omit function words like articles, preposition, auxilaries, personal pronoun, and simplify category systems like
system of negation and pronominal system by introducing inflectional noun/verb system. It is also necessary to
produce well-formed utterances by avoiding unfinished sentences. It is implied that error analysis has not yet to
be introduced. The last one is make discontinous elements continous. In this step, I prefer to interpret this
strategy as the introduction of conjunctions to make coordinate and subordinate sentences. In the end, the
students are supervised to produce short sentences by considering the strategies. On the other side, Fromkin and
Robert (1993: 78) concludes that the grammaticality of sentences, the word order, structural ambiguity, the
meaning relations beetween words in a sentence, the similarity of meaning of sentences with different structures,
and the creative ability to comprehend and produce an infinite set of possible sentences are the syntactic rules in
a grammar of a language.

The Redesigned Course

To redesign the course, it is necessary to touch some points, such as the basic competencies, materials,
references, course description, concept map, course objectives, competencies and achievement indicators,
timeline, assessment, and teaching strategies. Corder (1973: 156) explains the ordered applications of linguistics
in a form of figure. It helps the writer to decide at what stage should the ELT students practice Morphosyntax.

APPLICATION THEORY PROCESS DATA

First order Linguistic and Description Language utterances
sociolinguistic
Second order Linguistic and Comparison and Description of languages
sociolinguistic selection
Third order Linguistic, Organizing and Content of syllabus
sociolinguistic, and presentation
psycholinguistic
Teaching style

Figure 1. The ordered applications of linguistics

Based on the Corder’s suggestion, it is obvious that Morphosyntax is the second order of the order of
linguistics applications. The learners are expected to be proficient to describe a language, in my case is English.
The process of learning is through comparison and selection. Therefore, introducing comparison is important,
moreover their future career as an English teacher requires a good ability of explaining sentence formation. The
students will have clearer understanding on the distinctions of their mother tongue and the second language.
Thus, the recommended teaching strategy in this part is Grammar Translation Method. As Corder (1973: 148)

186 st
The 61 TEFLIN International Conference, UNS Solo 2014
also suggests that there are two types of comparison. The intralingual one focuses on the comparison of dialects
and varieties of the language to be taught, for instance the Old English to Middle English. In different part, it is
also recommended to have audiolingual method in the form of drilling which is integrated to task-based method.
Refering to Els, et.al. simplified description about Morphosyntactic strategies and Fromkin and Robert
description about syntactic rules, the course description of Morphosyntax course is the bridge of language
description to basic writing skill. The use of lexical syllabus as told by Corder (1973: 316) that lexical syllabus
accomodates language description by considering phonological up to semantic level of description. However, as
ELT students are going to apply the theory of language description, it is necessary for them to be brought into
the function of learning language description. Since this course is set in the first semester, it is understandable
that a combination of lexical and skill-based syllabus, especially basic writing, is applicable to the course. The
materials covered in this course, by adapting the Morphosyntax strategies by Els.et.al., and the syntactic rules of
Fromkin and Robert, the materials redesigned in this course focus strengthening the morpology understanding as
the base in order to reasoning on how learning to make a sentence is nonsense without learning the morphology.
It includes the differences of morpheme and words which is covered in affixes. Secondly, it is important to
introduce morphological process such as inflection, derivation, and zero morpheme to improve students’
vocabulary building. Therefore, the learning outcome is to enrich students’ vocabulary mastering by part-of-
speech introduction. The next focus is to introduce the differences of function words and content words. In this
case, Fromkin and Robert syntactic structures are more acceptable to apply instead of the ones from Els,et.al.
The function words are indeed become one of many students’ complains for its difficulties. However, the
function words in this course is going to be auxilaries, especially verbs auxilary, and prepositions. The next
important thing is dealing with phrases and compounds in one meeting since it is only to make the students
familiar to morphological phenomena which are in the form of idioms, blending, clitiques, or clipping. The
further steps are about syntax, in which the students learn to describe a short or simple sentences, since the
students have already had sufficient stock of words. The first step to describe a simple statement sentece, and
then to make it into negation form. It is considered as unecessary to also describe an interrogative sentence, since
the main aim is to bridge language description through sentence structure to create basic writing. It is not about
introducing how to put a sentence in a reverse order such as interrogatives and inversions.
After understanding the simple statement and negative sentences, the students are introduced to the use
of tree diagram description. It is chosen more than the linear ones for it is easier and clearer. It is closer to deep
and surface structure concept constructed by Chomsky. The last three meetings are designed to introduce
transformational description, in which function words like conjunctions are highly considerable. Therefore, the
students are able to produce simple sentences and transformational sentences. As conlusions, the objectives of
this coure are to introduce morphological process, to introduce syntactic structures, to accomodate ELT students
apply the linguistic theory to basic writing. Hence, the achievement indicators for each objectives are, the
students are able to identify the part of speech, able to master at least 50 vocabularies in various part of speech,
able to make a simple sentence in a correct word order based on Chomsky’s Generative Grammar, and the last is
that the students are able to produce transformative sentences by using correct conjunctions. Since talking about
Morphosyntax will always lead to Chomsky’s Generative Grammar, therefore it is fair to assess the students’
learning outcomes based on the definition of correct by Chomsky in Fromin and Robert (1993: 72) that
sentences of the language are in fact characterized by the grammar, and additionally Fromin and Robert (1993:
75) say that grammaticality is the rules acquired or constructed unconsciously since we were children. Thus, in
the case of English Morphosyntax, the assessment is based on how British and American people acquired their
grammar. This form of assessment take an impact to the chosen references for the students. The recommended
sources are selected based on its objective grammaticality of words and sentences. Therefore, the chosen
references are Maggie Tallerman’s Understanding Syntax,and Carstairs-McCharty’s An Introduction to English
Morphology: words and their structure. In short, the redesigned course can be drawn into a concept map below:

Syntactic process Identifying part of speech

Simple sentence, compound,
Vocabulary mastering
and complex sentence writing
Linguistic description
Morphological process

Figure 2. Concept map of the redesigned Morphosyntax course

st
The 61 TEFLIN International Conference, UNS Solo 2014 187
Conclusions
From the discussions above it can be concluded that:
1. Redesigning a course is justifiable as long as it is in the curriculum track and valid needs analysis from the
students.
2. The elements that are redesigned are in the form of combining skill-based and lexical syllabus, emphasizing
the course description as the focus which is Morphosyntax as the bridge of linugistic description to basic
writing skills, focusing the course objectives into three stages of Morphosyntactic development, determining
the achievement indicators in practical use, and using more dynamic teaching strategies.

References
Corder, S.P. 1973. Introducing Applied Linguistics. Penguin Books: England.
Els,T.V. 1984. Applied Linguistics and the Learning and Teaching of Foreign Languages. Edward Arnold:
London.
Fromkin,V., & Robert,R. 1993. An Introduction to Language: 5th edition.Harcourt Brace College Publishers:
Fort Worth.

188 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ENGLISH TEACHER’S DIFFICULTIES IN DESIGNING LESSON PLAN
BASED ON 2013 CURRICULUM
(A Case Study in a Senior High School in Cipatat, West Java)

Jasmi
School of Postgraduate, Indonesia University of Education

Abstract: This study aims to investigate the teachers’ difficulties in designing lesson plan based on the
curriculum 2013 and the possible causes. A qualitative design in the form of semi-structured interviews was
employed to collect the data in a senior high school in Cipatat which was implementing 2013 Curriculum. One
English teacher was purposively selected as respondent. Findings indicated that the teacher did not have time to
construct her own lesson plan; therefore she modified lesson plans from the internet. She also revealed that it is
difficult for her to construct assessment in lesson plan since there are too many aspects to be assessed. Lack of
contextual training is considered as one of the causes. Deeper knowledge on the implementation of the
curriculum is recommended, as well as government-sponsored workshops and seminars.

Key words: Difficulties, Lesson plan, Curriculum 2013

Introduction
Since lesson planning is important in constructing effective teaching learning, teacher should know how
to design it. Scripting out the lesson plan helps teachers to be more specific in their planning (Brown, 2001:
152). He added that in designing lesson plan, teacher should be familiar with the curriculum, should know
students’ language needs, should determine the terminal objective and purposes of lesson, should choose suitable
methodology and techniques carefully, should decide appropriate exercises, etc.
However, some teachers believe that lesson planning is unnecessary (Harmer, 2007: 156). Some
teachers allow coursebook to do the planning for them (though in reality, most teachers will look at the book
lesson before they take it into class) (Harmer, 2007: 364). It is supported by research that was held by Badriah
(2013: 87). She found that teacher revealed that lesson planning found to be useless for she could follow
textbook for engaging her students in learning English.
Another issue of lesson planning is that teachers also get difficulties in designing it whereas the newest
curriculum 2013 demands high expectations for both teachers and students. So, this research is aims to
investigate what kind of fundamental problem that teacher faced in designing lesson planning and to identify the
possible causes of problems that faced by teachers in designing lesson plan based on 2013 Curriculum.
This study is intended to provide useful information for the teachers in term of difficulties in designing
lesson plan. Particularly, it also can be a reflection of the teachers to improve their lesson plan as suggested by
the recent curriculum, in this case, 2013 Curriculum.

Literature Review
The Reason for Planning
Without discussing about the definition of lesson plan, this literature review is straight forward to
discuss about the reason for planning. The question is why teacher should plan a lesson? Harmer (2007: 156)
response “a plan gives the lesson a framework, an overall shape”. It means that lesson plan guide teachers to
carry out the teaching-learning activities systematically based on what then have drawn in lesson plan.
In addition, Woodward (2009: 181) proposed several reasons why teacher should plan their courses and
lessons. First, it can reduce uncertainty and panic feeling in delivering material. By planning the lesson, teachers
may feel confidence and clarity during the activity in the classroom. Second, it can inspire confidence in students
who pick up a feeling of purpose, progression and coherence. Third, it can make teachers are easier in organizing
the time and flowing the activities in classroom. Fourth, teachers get a balanced mixture of different kinds of
materials, content and interaction types throughout the course. Fifth, it can develop teachers’ personal style in
teaching, and so forth and so on.
To sum up those reasons which are proposed by the two experts, it is necessary for teachers to construct
lesson plan before teaching because it will be useful for them in running classroom activities. Let say someone
who enters to the jungle. Without bringing any preparation or provision and has no destination, he can get lost
and does not know where to go. As similar as teachers who are teaching without constructing any lesson plan,
they may get lost and have no idea how to complete a set of activities.

st
The 61 TEFLIN International Conference, UNS Solo 2014 189
The Implementation of Curriculum 2013 in Indonesia
Reformation of education 21 century is characterized by countinous change in the curriculum time by
time. It is because the curricuum itself is flexible and should follow the times and the needs are different in ever
period. In 2013, the government has officially launched a “new” curiculum that is applied in the education in
Indonesia.
This curriculum is developed from the recent curriculum. Syahmadi (2013: 1) in his book says
“pengembangan Kurikulum 2013 merupakan langkah lanjutan Pengembangan Kurikulum Berbasis Kompetensi
yang telah dirintis pada tahun 2004 dan KTSP 2006 yang didalamnya terdapat pengembangan peserta didik
dalam hal kompetensi sikap, pengetahuan, dan keterampilan secara terpadu”. For advance, 2013 Curriculum is
basically the revision of School Based Curriculum, specifically on its four National Education Standards
(Standar Nasional Pendidikan): Standar Kompetensi Lulusan (SKL), Standar Isi (SI), Standar Proses (SP) and
Standar Penilaian (Kusumawaty, 2014: 19, unpublished article).
However, this 2013 Curriculum has been discussing by many people in term of reducing and adding
time allotment for every subject (Syahmadi, 2013: vi). In addition, another topic that is debated as Widarsa
(2013) stated that students are given opportunity to learn another subject from another major. Students are free to
choose major and up two cross-major subjects as early as they enter senior high school. Furthermore, removing
English subject in primary school from compulsory subject to local content is also debated.
To sum up, by not discussing about problems and barriers of implementing 2013 Curriculum, the
purpose of the revising of curriculum is necessary because curriculum is dynamic and should be revised
continuously. The effort of government in revising curriculum is a reformation of educational system to provide
good quality of national education output. Moreover, this globalization era demands the use of ICT especially in
education world. So, it can be concluded that this curriculum also follows the demand of the current era.

Research Methodology
This research used qualitative research which is exploring a problem and developing a detailed
understanding of a central phenomenon (Creswell, 2012: 16). For advance, this study can be specified a case
study which the phenomenon is studied in detail, (Silverman, 2005: 126; Heigham & Croker, 2009: 68).
The sample of this research was called purposive sampling, because the researcher chose one school
which has been piloting curriculum 2013. The researcher took only one English teacher of grade X in the
research site to be investigated as respondent.

Instrumentations
Interview
Interviews were held by using Bahasa Indonesia and took about 30 minutes. Some of questions of the
interviews were adapted from Puspandari (2008: 106) and modified by researcher by adding some questions
required to gather the data needed. The list of guiding questions will be applied in appendix.

Data Analysis and Findings

Based on the transcript of interview, it demonstrated that the teacher revealed their school is requested
by government to pilot the 2013 Curriculum. Yet, English teachers of the school did not follow the training of
implementation of 2013 Curriculum. Only Bahasa Indonesia teachers have followed the training and seminar of
it. It indicated that the teacher got difficulties in designing lesson plan based on 2013 Curriculum since she did
not get any training or seminar.
Moreover, the teacher revealed that she adapted lesson plan from internet, she did not have time to
design it by herself. But, however, she modified it by adapting or deleting several activities based on students’
needs. Although she adapted the lesson plan from internet, she really understood about the components of lesson
plan.
Furthermore, in designing assessment in lesson plan, the teacher got some difficulties. She was
confused in determining assessment because there were so many aspects which had to be assessed based on 2013
curriculum. Yet, she understood that in determining assessment, teacher should refer to the objectives and
indicator. The materials can be assessed in many ways based on emphasized skill. Based on her statement: I
usually provide the scoring rubric for each assessment, indicated that she tried to provide adequate evaluation
for the students.
For advance, the teacher exposed that overall she got difficulties in implementing 2013 curriculum
because she did not get any training or seminar. The most difficult was integrating character building in lesson
plan and how to assess it. This acknowledgement of respondent is supported by theories which propose that
character building is unmeasurable (Syahmadi (2014: 106) states “perlu dipahami bahwa penilaian sikap ini
tidak bisa berdiri sendiri, tetapi mendampingi penilaian pengetahuan dan juga keterampilan”.

190 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Since the teacher did not get any training in term of the implementation of 2013 Curriculum, she
clarified that it was the reason why she got difficulties in implementing 2013 curriculum especially in designing
lesson plan. However, she kept trying to dig more information of this 2013 curriculum particularly how to design
it appropriately.

Conclusions and Recommendations

Conclusions
Based on the result of data analysis, the researcher can conclude some points. First, the teacher adapted
lesson plan from internet and modified it based on her students’ needs. Second, the teacher adapted the materials
from textbook and downloaded some other materials from internet such as video. Third, the teacher got some
difficulties in determining assessment since she had to assess many aspects of it, particularly in assessing
students’ attitude. The last, the main reason of this case was the teacher did not get any training or seminar yet in
term of implementing 2013 curriculum. However, the teacher kept trying to get information related to the
implementation of 2013 Curriculum by herself.

Recommendations
Here are some recommendations which the researcher can be suggested. First, the teacher should
struggle more to understand the implementation of 2013 Curriculum particularly in designing lesson plan.
Second, the teacher should try to make her own lesson plan because it is important in teaching-learning process.
Third, the government should consider to facilitate the teacher more in term of implementing 2013 Curriculum.
Fourth, other researchers who have similar interest in conducting this research should develop more instruments
to obtain deeper data and findings.

References
Badriah. 2013. Lesson Planning: The Development and Implementation in the Teaching of English (A Case
Study in a Senior High School in Cianjur, West Java). Bandung: Indonesia University of Education.
Brown, H. Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood
Cliffs: Prentice Hall.
Creswell, John. W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and
Qualitative Research. Boston: Pearson Education, Inc.
Harmer, Jeremy. 2007. How to Teach English. China: Pearson Education Limited.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
Heigham, Juanita & Croker, Robert. A. 2009. Qualitative Research in Applied Linguistics: A Practical
Introduction. New York: Palgrave Macmillan.
Kusumawaty, Desy. 2014. Chapter report EFL curriculum analysis: 2013 English curriculum. Bandung:
Indonesia University of Education.
Puspandari, Nugraheni Woro. 2008. Lesson plan analysis: from the construction to the implementation (a case
study one senior high school in Tanjungpinang). bandung: indonesia university of education.
Silverman, David. 2005. Doing Qualitative Research. Great Britain: The Cromwell Press Ltd.
Syahmadi, Hendi. 2013. Bedah Curiculum 2013 Bagi Guru Bahasa Inggris. Bandung: ADOYA Mitra Sejahtera.
Widarsa, A. Nadhila. 2013. New 2013 Curriculum for New School Year in
Indonesia. http://www.globalindonesianvoices.com/8813/new-2013-curriculum-for-new-school-year-
in-indonesia/. Retrieved on 8th, May 2014.
Woodward, Tessa. 2009. Planning Lessons and Courses: Designing Sequences of Work for the Language
Classroom. UK: Cambridge University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 191
 ACTIVE LEARNING STRATEGIES:
A MODEL OF TEACHING ACADEMIC WRITING

Listyani

Abstract: for many, writing activities can be frustrating and boring. Students may find themselves struggling
hard but to no avail. It is the task of the writing teachers to make the class lively and encourage students to be
spirited in the classroom. One of the strategies that teachers can apply in order to awaken students’ spirit in
writing classes is by applying active learning strategies. According to the Center of Teaching and Learning, at
University of Minnesota (2013), engaging students in small groups or trios can be a low-risk strategy that can
ensure the participation of all students. Some examples of how the teaching-learning activities can be conducted
will be discussed in the following section. This paper tries to present the possibility of applying active learning
strategy in teaching Academic Writing, which is the the highest writing class before students go to thesis
proposal writing. The course is worth four (4) credits, and offered for the fifth semester students at the English
Study Program, Faculty of Language and Learning, Satya Wacana Christian University Salatiga. One central
question to be answered in this paper is: “How can active learning strategies be applied in teaching Academic
Writing?” The following section deals with the theoretical foundation for the study. In summary, this paper is a
proposal to a teaching syllabus for Academic Writing course. Opinions from three Academic Writing lecturers
from the Faculty of Language and Literature from Satya Wacana Christian University were also gathered in
order to perfect the syllabus that I proposed. They were of different levels of seniority: one lecturer was
relatively new with four-year experience of teaching, the second was of middle seniority who, by the time of the
interview in the end of June, had been teaching for fourteen years, and the last lecturer was a senior one, who
had got his professorship, and had taught in tertiary level for about 30 years. This paper will hopefully give new
insights to lecturers of writing n general, in particular, of Academic Writing.

Keywords: active learning, academic writing, syllabus

Introduction: What Is Active Learning?

According to Farrell (2013), “Conceptually, active learning implies deep learning on the part of the
student as they construct knowledge and create meaning from their surroundings”. In educational setting, still
according to Farrell, the applications of active learning range from focusing activities on cooperative structures
to active involvement of thinking processes in the learning and application of knowledge. Quoting from Haack
(2008), Farrell also mentions that active learning can be like a vehicle to enhance student learning quality.
In line with this, Dewey (in Farrell (2013)), states that in traditional classrooms, learning happens
through the transfer of information from knowledgeable sources, like textbooks or teachers or older people; from
one who is more informed; they are the passive recipients. Information is stored along with other information,
until it is used for a certain purpose.
In contrast, the contemporary views of learning, proposed by the National Research Council’s approach
to the new science of learning (Farrell, citing from Bransford, Brown, & Cocking (1999)), “recognize the
importance of allowing children to take control of their own learning by engaging in active learning, meta-
cognition and transfer of knowledge”. This new approach to learning favors curriculum methods and materials
which are designed to give a chance to students to apply the concepts learned to real-world contexts, build local
as well as global communities of practice, and also to allow opportunities for learning in and out the classroom
(Huffaker & Calvert (2003), in Farrell (2013)).
Due to the “ever-accelerating pace” of a changing and uncertain world, today’s learners must be
equipped with appropriate skills and knowledge which are needed to master “interconnected forces of speed,
complexity and uncertainty”. Hence, learners can be successful and independent. This all implies learning faster,
analyzing situations logically and solving problems creatively. Besides that, younger learners should be exposed
to technology from an early age, making them “digital natives” who process information in a “random access
manner”, rather than in a linear way (Prensky, 2001).
Starting from this view point, this research is planned with the purpose of equipping teachers with a
model of teaching which make students in academic writing classes active. Some real examples of the activities
for active learning strategies are elaborated below.

192 st
The 61 TEFLIN International Conference, UNS Solo 2014
Some Examples of Active Learning Strategies in the Classroom
In one study, Johnson, Johnson, & Smith (1991), in Farrell (2013), found that when students became
passive recipients during lectures, the acquisition of facts took over the development of higher cognitive
processes, such as analyzing, synthesizing, and evaluating. Active learning may include a variety of teaching
methods like small group discussion, cooperative learning, role playing, hands-on projects, and teacher driven
questioning.
Citing from Simmons & DiStasi (2008), Farrell further describes active learning activities that require
students to use a variety of learning techniques, promote retention of large amounts of information, and
encourage greater social interaction through peer discussion. Teachers across a wide range of subjects and grade
levels are proposing and using active learning strategies. By allowing students to be involved in their own
learning, teachers are encouraging them to take greater responsibility for their own education. In the active
learning classroom, the teacher’s role is to talk less and facilitate more by setting up situations and experiences
that allow students to be immersed in the material with their peers. In the meantime, students are socially
constructing greater understanding of the curriculum.
For the writing activities, Center for Teaching and Learning at the University of Minnesota suggests
some activities that engage students in real active participation. Some of them are discussed in the following
part.

1. Think/Pair/Share
In this activity, the teacher has attendees turn to someone near them to summarize what they're learning,
to answer a question posed during the discussion, or to consider how and why and when they might apply a
concept to their own situations.
The objective is to engage participants with the material on an individual level, in pairs, and finally as a
large group. The activity can help to organize prior knowledge; brainstorm questions; or summarize, apply, or
integrate new information. Approximate time is about ten minutes in every activity.
The procedure is as follows: 1) individuals make reflections or take notes for one minute in response to
a question; 2) participants pair up with someone sitting near them and share responses/thoughts verbally for two
minutes, or they may choose to work together to create a synthesis of ideas or come to a consensus; 3) the
discussion leader randomly chooses a few pairs to give thirty-second summaries of ideas.
In Academic Writing class, this activity can be applied since students have worked in couples or trios,
and start brainstorming for ideas. This can go on with making outline together.

Write/Pair/Share
The format for this strategy is similar to the think-pair-share, except that students process the question
asked of them by writing about it rather than reflecting. After a brief time to note their thoughts, each student
turns to a partner to discuss.
The activity closes with the instructor calling on random students to summarize their responses. As with
the think-pair-share, the instructor may choose to skip the summary portion of the exercise depending on
circumstances.
In Academic Writing class, this activity can be applied since students in their groups start to write their
argumentative paper draft.

2. Focused Listening
These listings are great follow ups to short presentations (whether via video or in person speaker). In
this activity, participants are asked to absorb information that is new and that is vital to the discussion to follow.
For example, with an early American Literature session, focused listing might start with asking: "What is
literature?" Or "Based on your reading of Thomas Jefferson's letter about "the novel," what phrases describe the
founders' fears about young women and men reading novels?"
Then, as a full group, take five to ten minutes to for students to speak and record on a flip chart or a
white board as many associations as possible for this prompt. The listing works well to introduce a topic, as an
exercise in joining or synthesizing two sets of information (lecture plus follow up reading). In this activity,
participants can compare before and after thinking. It will also give the teacher a chance to see if or where
participants pick up on topics/ideas, to gather a sense of interests and insights of the specific group, and to
establish a base from which the teacher can begin to extend concepts of the workshop to participants' particular
concerns.
In the real situation of Academic Writing class, this activity can be applied as a chance to present each
couple’s or group’s ideas, and get insights both from the teacher as well as form the peer students.

st
The 61 TEFLIN International Conference, UNS Solo 2014 193
3. Post Writing Activities
For post writing, the following activities can be done.
a. Student Summaries
During a class session, the teacher may pause and ask students in groups to explain each other the
concepts of ideas they have in mind. The teacher can further request that students write or think individually
prior to discussing with a partner, making the activity resemble a think/write-pair-share.

b. One Minute Paper or Free Write

The teacher can ask the students to write for 2-3 minutes on their own topic that they have developed
with their partners. This is particularly useful in those moments where facilitators/teachers are asking
participants to move from one level of understanding to another, from presentation of new ideas to application of
ideas, from considerations about self to situations involving others.
The moments of writing provide a transition for participants by bringing together prior learning,
relevant experience and new insights as a means of moving to a new (aspect of the) topic. The writing also offers
participants a moment to explore ideas before discussion, or to bring closure to a session by recording ideas in
their minds at that moment.
A minute of writing is also a useful thing when discussion takes a turn that teachers didn't expect –
when a particularly good question comes from the group, when discussion keeps circulating around a basic idea
rather than inching its way into potential applications or deepening of ideas. Useful with other active learning
tools.

The Benefits of ALS (Active Learning Strategies)

Farrell (2013) claims that learning is an act of participation. What is learned and how it is learned is
often a result of the socialization between the individual and those around them. Active learning exercises help
students to get to know each other better, transforming passive learners into active participants during the
transmission of information in classrooms. Sharing values and perspectives as students develop can create
“communities of practice” (Wenger, 1992).
Learning is a lifelong and natural process, part of human nature. Students are offered “multiple
opportunities” to actively involve and interact with objects, participate in social activities, and reflect on their
discoveries. Thus, greater learning occurs. A recent ethnographic study was done in Japan where students were
engaged in cooperative learning experiences supports the benefits of active learning strategies in boosting
content learning. The results of the study showed that students who engaged in frequent cooperative learning
experiences during classroom instruction increased their knowledge and attitudes about science (House, 2008).
Engagement or involvement is inseparable from empowerment. When students make a contribution to
the collective activity they are a part of (cooperative learning, complex instruction, etc.), they are empowered to
learn. Failure to learn is, still according to Farrell (2013), a result of exclusion from participation. When students
are active participants in the processes of learning rather than passive recipients of transferred knowledge,
learning is optimized.
Active learning has been found to increase higher order thinking and promote deeper learning of science
content in cross-age tutoring situations. Lancor & Schiebel (2008) describe the positive experiences shared
between introductory college physics students and second graders when they were paired in order to implement
science lessons based on simple machines using active learning techniques.
Results of this study revealed that both the college students and the elementary students experienced
increased understanding of science concepts while enjoying their interactive moments together. The active
learning techniques used also promoted critical thinking and reflective skills as the college students had to reflect
on teaching and learning processes, while learning the deeper meaning of science concepts.
Most studies offer practical suggestions for implementing active learning which include the structuring
of rich environments (Grabinger & Dunlap, 1994), along with the use of small group discussion techniques,
brainstorming, debates, and sub-grouping techniques such as write-pair-share activities. These activities are
known to enhance social interactions.
Most importantly, active-learning yields tremendous cognitive benefits through increased engagement,
greater retention, greater understanding, and development of thinking and application skills. At all educational
levels, active learning promotes high levels of social development, general knowledge, and practical proficiency.
Additionally, the complex changes in our society coupled with the circumstances of a new global economy
require individuals who can multi-task, work collaboratively with others, critically think and problem solve.

Collaborative Learning in Writing as a Form of Active Learning

One among many forms of activities dealing with ALS is collaborative work. They are learning models
that give emphasis on helping learners to grow autonomously both individually and socially, without neglecting

194 st
The 61 TEFLIN International Conference, UNS Solo 2014
other peers’ roles. Two among other steps proposed by the models as discussed in the previous paragraphs are
text deconstruction, in which text structures, both the generic structures and the lexical-grammatical structures,
are carefully analyzed, and collaborative learning, in which learners work collaboratively with their peers in
small groups before making individual constructs.
Those steps are two among the five steps in the teaching and learning cycle proposed by Feez and Joyce
(1998). These steps may give a great help for students learning to write essays. Combined together, these two
learning phases can become a learning model designed help learners improve their essays. Major importance is
given not only in the writing products, but also in their writing process.
Applying collaborative learning in a writing class is not an exception. A writing class may be hard for
some students, or boring for others. Putting students to work collaboratively in small groups as a preparation
before they write individually may give them better ideas and make them more prepared to face their individual
tasks. In writing, several pre-writing activities can be conducted before students produce their final product, be it
a paragraph or an essay. In the past, however, as Brown (2001) points out, emphasis was given on the product,
on how good the writing was. It was very product-oriented. Nowadays, teachers start to realize that product is
not the only focus of writing, but how the students come to the final outcomes should be given attention as well.
During the writing process, students go through some stages, like planning (outlining or drafting), editing,
revising, and writing the final draft. In my opinion, writing process is as important as writing product, for
process will determine the product. Students learn a lot during the process of writing, and get better
understanding of how they can deliver their messages or ideas to be well accepted by the readers. The more
practice they have, the better the product will be. Writing is a skill, and skills need training, just as a knife needs
sharpening.

Suggestions and Conclusion

Every course and every classroom have their own special characteristics and nature. It is the teacher
who should know which teaching method or strategies are the best to offer in the different classrooms. This
paper tries to offer active learning strategies as a teaching and learning model in Academic Writing, which
always sounds scary and becomes a nightmare for the English Department students of the Faculty of Language
and Literature, Satya Wacana Christian University Salatiga.
Activities offered in this proposed model are not merely centered on doing research in the computer
laboratory, or doing serious presentation on students’ progress report. Various activities are offered, and this can
be adjusted with the sub-topics under discussion.
For real Academic Writing classes, these strategies may help students break and overcome their
boredom and tiredness over the long-session course: they have the two-hundred-minute class in a row. I suggest
that lecturers apply this teaching model along with the various strategies in their classes.
Hopefully, this piece of research can improve the quality of the teaching-learning process of Academic
Writing in general, and improve students’ spirit and active involvement during the learning process.

References
Benson, Phil. 2003. “Learner Autonomy in the Classroom.” In David Nunan. Practical English Language
Teaching. New York: McGraw Hill Company.
Brown, H. Douglas. 2001. Teaching by Principles. New York: Addison Wesley Longman, Inc.
Center for Teaching and Learning. 2013. University of Minnesota. “Some Basic Active Learning Strategies”.
Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/ on October 29, 2013.
Farrell, Jill B. “Active Learning: Theories and Research”. Retrieved from
http://www.lookstein.org/online_journal.php?id=260 , retreived October 29, 2013.
Feez, Susan and Joyce, Helen. 1998. Text-based Syllabus Design. Sydney: National Care for English Language
Teaching and Research.
Gall, M.D., Gall, J.P., and Borg, W.R. 2007. Educational Research. NY: Allyn and Bacon.
Jacobs, George M. and Hall, Stephen. 2002. “Implementing Cooperative Learning.” In J.C. Richards & W.A.
Renandya (Eds.). Methodology in Language Teaching. Cambridge: Cambridge University Press.
Saleh, Mursid. 2012. Beginning Research in ELT. Semarang: Widya Karya.

st
The 61 TEFLIN International Conference, UNS Solo 2014 195
 DESIGNING NEED-BASED SYLLABUS FOR ENGINEERING STUDENTS OF
BANJARMASIN STATE POLYTECHNIC

Nurfitriah(1) & NinitKrisdyawati(2)

(1) English Lecturer at Civil Engineering Dept., Banjarmasin State Polytechnic
(2) English Lecturer at Mechanical Engineering Dept., Banjarmasin State Polytechnic

Abstract:A syllabus is undoubtedly a vital aspect of a learning process. Activities done in the classroom in order
to achieve certain goals are based on the syllabus. However, English syllabus for vocational higher education
such as polytechnics is not provided by the government due to the unique nature of each institution. Therefore,
designing a meaningful syllabus is expected to bring potential change to the teaching and learning of English at
polytechnics.This case study aims to design an English syllabus for engineering students that matches the needs
of students, lecturers, institution, and stakeholders of Banjarmasin State Polytechnic by consulting existing
framework of didactic/pedagogical process of language syllabus design developed by Brown (2007) and Graves
(1996). Data are gathered through students’ test, questionnaires, informal interviews and a survey. The research
results in the formulation of goals for engineering students’ English subject. The result, formulation of goals for
engineering students, is applicable to other institution with comparable situation. This topic of study is especially
relevant to ESP teachers and curriculum/syllabus designers.

Keywords: syllabus design, need-based, polytechnics

Introduction
Considering the situation in English education and the global popularity of English, Banjarmasin State
Polytechnic,a higher education institution located in South Kalimantan, Indonesia, tries its best to improve the
English teaching process. So far the results of the English courses at Banjarmasin State Polytechnic showed a
considerable difference between in-class performance and the actual language skills. The students do well on
their exercises and assignments, but their performance appears to be only relative, as the students have difficulty
actually using the language. Students are able to do tasks they are generally given, but when they are asked to
further elaborate on their task, they fail. It seems that they learn only what they are taught, and only literally.
Teachers of English at Banjarmasin State Polytechnic have already tried various activities and methods
in teaching their subject one of which is by designing a good syllabus to be used in teaching the students. A
syllabus that is interesting and meaningful to students will increase motivation and in the end will contribute to
achieving the goals of the course. However, English syllabus for vocational higher education such as
polytechnics is not provided by the government due to the unique nature of each institution. Therefore, designing
meaningful syllabus which combines the needs of all parties involved – the students, the lecturers, the institution
and the stakeholders – might be the answer to the problem described earlier.

Designing syllabus
A syllabus is undoubtedly a vital aspect of a learning process. Activities done in the classroom in order
to achieve certain goals are based on the syllabus. There are some important steps that must be included in the
process of creating a syllabus. This work tries to design a syllabus that matches the needs of students, institution
and stakeholders of Banjarmasin State Polytechnic by consulting existing frameworks in language teaching.
Brown in Teaching by Principles: An Interactive Approach to Language Pedagogy (2007) described a
framework that breaks down the process of curriculum and course development into components and sub-
processes. A framework of components is useful for several reasons: It provides an organized way of conceiving
of a complex process; it sets forth domains of inquiry for the teacher, in that each component puts forth ideas as
well as raises issues for the teacher to pursue; it provides a set of terms currently used in talking about course
development and thus a common professional vocabulary and access to the ideas of others (Graves, 1996). The
framework provided by Brown consists of identifying situation, context, and students; analyzing needs;
formulating goals; determining course content, sequences, and structure; designing course units and modules;
constructing lesson plans; teaching; assessing; and revision as basic steps normally followed in designing a
syllabus. For the purpose of this research and due to some limitations this work only follows four first steps of
Brown’s framework.

Design
This is a qualitative case-study which aims at designing an English course syllabus for engineering
students at State Polytechnic of Banjarmasin. Designing a syllabus for this class can also be the model for

196 st
The 61 TEFLIN International Conference, UNS Solo 2014
designing a curriculum for other classes from other departments and polytechnics. One can adopt the steps for
designing a syllabus which are used in this study with some adjustment according to the needs. The object of
investigation is to design a syllabus that fits the needs of the students and is not contrary to the needs of
graduates, non-English lecturers, stakeholders and the institution.

Data and Participants

Data was gathered from the students, the lecturers, the working graduates, the stakeholders and the
institution. Students taken as the participants are from classes of engineering. The graduates are engineering
graduates who are currently working in various companies related to engineering works. The lecturers
participants are lecturers taught non-English subjects especially core subjects for engineering students of
Banjarmasin State Polytechnic. The stakeholders are both public and private companies which employed the
graduates of the State Polytechnic of Banjarmasin. The institution, the State Polytechnic of Banjarmasin is a
vocational institution at a tertiary level which provides professional mid-level graduates. The data are collected
using quessttionnaires, surveys, informal interviews and tests.

Result and Analysis

By following the process of designing a syllabus described by Brown (2007) syllabus consist of a list of
goals and objectives of an English course for engineering departments have been formulated (Table 1 is a
sample of goals and objectives for the first semester). The goals and objectives are chosen based on the
consideration of the needs of all related parties i.e. the students, the lecturers, the graduates, the institution and
the stakeholders and are ordered according to language acquisition stages.

Table 1.Goals and Objectives for English Course Engineering at State Polytechnic of Banjarmasin for the first
period; bold = new aspects
Topic/Theme Course Lesson Objectives
Objectives
(Unit) Goals/Endterms
(Sh) (I) (I) Listening:
Talking about Can use ordinal and Can understand and Can understand information about
numbers cardinal numbers in extract information order numbers, dimensions and other
the appropriate context from short passages number-related work in engineering
dealing with numbers field in a spoken text
(ordinal and cardinal)
Speaking:
(I,S,G) Can reproduce talk about numbers
Can understand and based on examples and situations
produce information provided at the workplace
about quantities,
numbers, prices, etc. Can mention the size of constructions
at work

(Sh) (I,G) (I,G) Listening:

Reading a Can understand a Can understand a Can carry out simple instructions
manual/ simple simple manual/ orally provided e.g. how a hydraulic
instructions manual/instructions instructions in civil engine works
engineering field
Reading:
Can carry out simple written
instructions, manual of a professional
computer program

There are essential alterations of the syllabus proposed in this study with regard to the currently used
syllabus. Objectives which are formulated functionally offer real usage of the target language. The students have
the opportunity to learn the language by using it, not by learning it. Hence it is expected that the students will be
more motivated since the objectives are formulated in such a way that they feel they use the language, not study
about the language. The second significant change to the currently used syllabus is that the content was ordered
based on the building and recycling principles. The students encounter objectives based on the levels of
difficulty. The recycling principle repeats the content in new ways, providing the students the chance to
encounter skills that they have mastered in previous objectives. The third change is the more weight given to the
assessment. Two kinds of time-related assessment are proposed namely the achievement tests and the portfolio.

st
The 61 TEFLIN International Conference, UNS Solo 2014 197
Providing these tests is expected to bring some improvement to the students’ performance especially with regard
to the portfolio in which the students are involved in the assessment by reporting their self-assessment of the
performance, promoting the autonomy of the language learning. The adding of some new objectives was done to
respond the opinions and suggestions from the student and the working graduates. The new objectives give
enrichment to the current syllabus.
Finally, the syllabus proposed in this study is expected to be the one of the answers to the background
of the research. The objectives formulated are based on the analysis of needs of the students, the lecturers, the
working graduates, the institution and the stakeholders. Opinions and suggestions from the students and the
working graduates as well as from the stakeholders were taken into consideration, making the syllabus a relevant
and meaningful one. The institutional needs from which the objectives derived ensure that the objectives
formulated functionally are at the right level, thus realistic to be taught to the students.

Conclusion
The new syllabus which is designed based on the needs of the students, the lecturers, the working
graduates, the institution, and the stakeholders is expected to bring changes with regard to the problem of
teaching and learning of English in State Polytechnic of Banjarmasin. The rift observed between the classroom
performance and the real production of the target language is addressed by some major changes in the syllabus
i.e.
1) the functional formulation of the objectives,
2) the building and recycling principle of content ordering,
3) the more weight given to the assessments of speaking skills,
4) the add of new objectives, and
5) the needs-based analysis for the overall syllabus design.

By considering the needs of all related parties i.e. the students, the lecturers, the working graduates, the
institution and the stakeholders to the teaching and learning of English at the State Polytechnic of Banjarmasin a
hopefully ideal syllabus for the given situation is created. However this assumption is not yet proven. A try-out
of this new syllabus design will be required. Based on the result of the experiment evaluations on efficiency and
effectiveness and revisions of the syllabus can be made. Other studies on designing various activities and trying
out various approaches of language teaching with regard to this study in the future will give a great contribution
to especially the local party, the State Polytechnic of Banjarmasin, and the teaching and learning of English in
Indonesia in general.

Bibliography
Brown, H. D. (2007). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY:
Pearson Education.
— (2000).Principles of language learning and teaching, Fourth edition.White Plains, NY: Pearson.
Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities.In R. K. Johnson, (Ed.), The
Second Language Curriculum, pp. 222-243. Cambridge: Cambridge University Press.
— (1995).The elements of language curriculum: A systematic approach to program development. Boston:
Heinle&Heinle.
Brumfit, C. J. (1986). ESP for the University. Oxford,: In Association with British Council by Pergamon Press.
— (1984).General English syllabus design. Oxford, NY: IN Association with British Council by Pergamon
Press.
Carter, R. & D. Nunan. (2001). The Cambridge guide to teaching English to speakers of other languages.
Cambridge: Cambridge University Press.
Cenoz, J & U. Jessner. (2000). English in Europe: The acquisition of a third language.Clevedon: Multilingual
Matters.
Council of Europe (2001).Common European Framework of Reference for Languages: Learning, teaching,
assessment. Strasbourg: Language Policy Division.
Graves, K. (1996). Teachers as course Developers. Cambridge: Cambridge University Press.Grimes, B. F. (ed.),
2001. Ethnologue: Languages of the world (fourth Edition), Jakarta:SIL International.
Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching. New Jersey: Prentice Hall
Regents.
Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
— (2008).Moving beyond the plateau: From intermediate to advanced level in language learning.
Cambridge, USA: Cambridge University Press.
Zhu, L. (2009). Task-based approach in foreign language teaching in China. A seminar paper research, the
Graduate Faculty University of Wisconsin-Platteville.

198 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ADDED VALUES IN THE TOPICS AND MATERIALS FOR CERTAIN ENGLISH SUBJECTS

Peter Angkasa
English Department, Maranatha Christian University, Bandung
Peter_angkasa @yahoo.com

Abstract: This paper puts emphasis on the importance of providing the teaching of English with topics and
materials containing added values. The implication is that while we teach the four skills of the language, namely
listening, speaking, reading, and writing, we should also educate our students. Some values that are worthy for
life such as responsibility, integrity, and other moral values, should be given a big portion in the teaching of
English. This paper is also provided with examples of appropriate topics (titles) and materials for certain
English subjects. Although this idea can be implemented in all the four skills of the English language, this paper
will mainly concentrate on the topics and materials for merely two subjects, namely argumentative conversation
and grammar, especially in creating examples of topics and sentences that have positive added values. It is
hoped that this paper will help to improve the teaching and learning of English as a foreign language,
particularly in Indonesia.

Keywords: material development, topic, title, ‘correct sentences’, added value, moral value, behaviour

Introduction
Nobody believes that people nowadays are as honest as they once were. Crime rate has increased.
Mutilation, sexual harassment, rapes, violent robberies, vandalism, drug abuse, frauds, bullying by motor-cycle
gangsters, human trafficking, traffic and other violations have drastically increased both in quality and in
quantity. Moreover, in spite of the fact that there have been tremendous advances in technology, ecological
system has been disturbed. Due to people’s carelessness in throwing rubbish carelessly and illegal logging, more
and more cities in Indonesia are inundated not only when there is heavy rain but when there is only small rain as
well. Traffic jams in greater cities of Jakarta, Bandung, and Surabaya, to mention but a few, have increasingly
disrupted the pollution index and thus worsened the quality of lives of their residents. Jovan claims “the
importance of implementing the six pillars of characters in education, namely trustworthiness, respect,
responsibility, fairness, caring, and citizenship”. I suggest that teachers should provide those values in designing
the topics and materials for certain English subjects which may help both to alleviate or mitigate negative
characters and to elevate positive characters and proper behaviour. There should be some sort of indoctrination
or even brainrinsing and brainwashing to make the students accustomed to prefer doing positive things to
committing to negative things. To find out how it should be carried out, proceed to the following discussion.

Choosing Topics For Argumentative Conversation That Contain Added Values

In this paper, I suggest that topics for argumentative conversation should have added values, meaning
that they should contribute to the improvement of proper behaviour and promotion of positive aspects of life.
Albeit we know that a topic or a title for argumentative conversation in class may vary, we have to choose one
that emphasizes on the direction towards positive values instead of negative ones. A topic or a title for
argumentative conversation like ‘Smoking’, may vary. It may be 1. Smoking 2. Is smoking harmful? 3. Smoking
is harmful 4. Smoking is absolutely harmful. The first tittle has a wide scope and it is possible that two students
discussing such a topic or title will both agree that smoking is pleasurable and that there are hardly any side
effects and that it is not really necessary to stop smoking. In spite of the fact that the second title bears the word
‘harmful’, it is not really effective in making the students draw the conclusion that smoking is harmful because it
is a general question which may have an alternative response. Compared with the first and the second titles, the
third title is more assertive. It does not give an option but a confirmation from the teacher that smoking has
harmful effects. The last one should be the most appropriate title to reach our target since it has no empathy for
smoking but an emphasis on the harmful effects of smoking. Having said that, I think there should be some sort
of guidance and direction before the students start the conversation. As a general rule, in argumentative
conversation, there must be two sides with contrasting points of view. There must be pros and cons during such a
conversation; otherwise, it may be a monotonous colloquy. However, in the wrap-up, both sides should have
wrath for smoking and its horrible impacts on the smokers themselves and on passive smokers. In other words,
both sides should finally agree to the given title that ‘Smoking is absolutely harmful’. Teachers should never
present a topic like ‘The advantages of smoking’. The following topics or titles that contain added values have
been selected for one semester of ‘Argumentative Conversation’.

st
The 61 TEFLIN International Conference, UNS Solo 2014 199
 1. Smoking is absolutely harmful
2. Never try to take narcotic drugs
3. Gambling is a sin
4. Littering is an anti-social deed
5. Always obey traffic rules
6. Law enforcement is imperative
7. Do not ever cheat!
8. Let’s conserve our natural resources!
9. Helping the needy is indeed a needful deed
10. Urgent warning of global warming
11. Illegal logging is a serious crime
12. No more bullying!
13. Enormous advantages of ‘reduce, reuse, recycle’
14. Going to work by mass public transportation is a must.

Jordan worries about post-graduate students’ inability to express themselves (p. 45) but for students of
the English department, it may be different. I am of the opinion that the topics or titles above are also
appropriate for a composition class for one semester. In giving the marks to the students, the teacher should give
the students a better mark if the students comply with the teacher’s advice to create ideas that comprise added
values.

TEACHING GRAMMAR THAT CONTAIN ADDED VALUES

Whenever we teach grammar to our students (whatever the pattern is), it is highly recommended that the
examples we give to our students should also contain added values. All the examples in bold contain such
positive values. Never should we give examples like the ones marked with (X)!
1. Verbs that require an infinitive or an -ing form in the complement
All of us should reduce, reuse, and recycle any used objects or materials.
(X) I intend to throw the rubbish into the river.
We appreciate the students’ coming in time to every lecture.
(X) He is considering cheating in the examination because he has not studied anything.
We object to buying illegal products because we know that we have to abide by the law.
(X) They approved of his committing adultery.
2. Participles
We have begun to raise money for charity.
(X) They have drunk too much alcohol so that they are not afraid of anyone .
3. Necessity, usually for repair or improvement
For the sake of the nation, inappropriate rules and laws need to be revised.
(X) Smoking cigarettes does not need prohibiting.
4. Ability
We know how to conserve energy and we will do it constantly.
(X) We know how to bully junior students because we have done it many times.
5. Logical conclusions
My classmate must be conducting a research seriously.
(X) My friends must be smoking comfortably in the lavatory.
6. Advisability
We had better not buy smuggled goods although they are much cheaper.
(X) We had better avoid paying tax because our colleagues also do so.
7. Question forms for invitations and customs
Would you like to participate in raising fund for the poor tomorrow?
(X) Would you like to gamble with us this evening?
Do you like to read good books and journals every day?
(X) Do you like to take part in a drunken brawl?
8. Preference
I would rather buy original cassettes so that the singers and the bands get their due royalty.
(X) I would rather fake my employer’s signature on the cheque because he will be ignorant of the fraud.
I would rather that you donated your blood regularly.
(X) I would rather that you made a fraudulent insurance claim.
9. Conditions
If I earn a lot of money, I will give monthly donation to the orphanage in my neighbourhood.

200 st
The 61 TEFLIN International Conference, UNS Solo 2014
(X) If I had a lot of money, I would certainly play truant and spend my money lavishly.
10. Desires
I wish that I had been richer and given those beggars and tramps more money and paid for their
education.
(X) I wish that I had stolen her highly sophisticated cellular telephone.
11. Contrary-to-fact statements
If I were a doctor, I would help the Tsunami victims more efficiently and effectively.
(X) If I were you, I would try to use drugs to reduce grief for unrequited love.
12. Subjunctives
I insist that nobody throw rubbish into the river.
(X) I demand that cigarettes not be banned.
13. Impersonal expressions
It is essential that black campaigns be forbidden.
(X) For the sake of our party, it is necessary that the original electoral register be cunningly manipulated.
14. Causatives
We had the casualties well taken care of although we had to spend much time, money, and energy.
(X) I will have my ex-darling mutilated because I am envious of her new boyfriend.
15. Negative imperatives
Would you please not make bogus banknotes with this sophisticated printer!
(X) Would you please not help the helpless refugees!
16. Passives
Running a red light should be severely punished.
(X) Running a red light is fun, especially when we are not fined by the traffic policeman around.
17. pronouns
Let us help those poor children although they are neither our siblings nor our relatives!
(X) Let me put my banana peel on the floor and let her slip and fall down!
18. Relative pronouns
The roomboy who found 10 million dollars returned the money to the owner without demanding a reward.
(X) The man who harassed the teenager was released without any punishment for his guilt.
(All the grammatical patterns are based on Barron’s How to Prepare for The TOEFL).

Although the students can write correct sentences according to the pattern, they do not have the right to
get a good mark if they do not create ‘right’ sentences that contain bright ideas. They will even get a zero if they
write wicked, malicious, worthless ideas or suggestions like the above sentences that are marked with (X). On
the other hand, if they write sentences that contain useful ideas or suggestions like the sentences in bold type,
they may get the maximum mark, namely ten points. If their sentences are correct according to the patterns but
they do not contain any ideas that are beneficial to mankind, they may get a maximum of six points providing
that they do not contain wickedness, malice, or negative insinuation. Wharton and Race state that “it is necessary
to tell the students about marking criteria for the test in advance”. (P. 109) The following sentences, for
example, have correct grammar but each of them will get only six points since according to the criteria the
teacher has set beforehand, they lack the added values revealed above:
(a) The President phoned the Vice-President.
(b) The cat ate the bird.
(c) The beetle was squashed by my brother.
(Groth: P. 60)

Structure drills or sentences that are continually repeated must surely be embedded in the students’
minds. They will remember not only the grammatical patterns but also the ideas contained in them. Being fully
embedded in the students’ minds, wise, witty, and useful ideas, to a greater or less extent, will miraculously
positively influence their behaviour. This will work more or less like brainrinsing or brainwashing. Brainrinsing
has a negative connotation and so does brainwashing since they usually embody coersive pressure and vehement
torture. They are done to enemies to make them reveal their allies’ secrets or to change their political or religious
ideas. The New Lexicon Webster’s Dictionary defines brainrinsing as “technique of creating a mental climate by
immobility and constant verbal pressure” while brainwashing is defined as “the changing of a person’s political
or religious ideas by relentless indoctrination often to the point of mental torture”. (P. 116) However, in this
respect, we should respect our ‘brainrinsing and brainwashing method’ of teaching since it is designed neither to
upset anyone nor to disrupt anything. In other words, there is neither pressure nor torture except if guidance and
direction towards the creation of positive values and repudiation of negative aspects were construed as pressure
and torture. Moreover, the accrued impact even benefits the students themselves and mankind in general.

st
The 61 TEFLIN International Conference, UNS Solo 2014 201
Conclusion
Through the examples throughout the discussion above, it is apparent that teachers or lecturers need to
give forceful indoctrination or even to ‘brainrinse’ or ‘brainwash’ the students by providing them with do’s and
don’ts that may greatly influence them to do or act positively. To a certain extent, indoctrination is not
favourable since it is apt to restrict one’s freedom. However, the indoctrination, brainrinsing, and brainwashing
in this paper merely prohibit the students from doing negative things and invite them to do positive things. In
addition, there is still room for the students to be creative, namely in creating topics, sentences, paragraphs, or
even compositions or essays that influence themselves and the readers to do positive things and evade negative
ones. The students’ creative ability may therefore be developed with only certain restrictions.
Despite the fact that there has not been a research about the influence of reading and writing on one’s
behaviour, it is generally believed that one’s behaviour is greatly influenced by what one reads and writes.
Considering that material development “involves the production, evaluation and adaptation of language
teaching materials, by teachers for their own classrooms and by material writers for sale or distribution”
(Carter and Nuna: p.45 ), I would even suggest that books on the four language skills written in the future should
substantially consist of examples containing added values similar to those revealed in this paper so that the
teaching and learning process will be advantageous for improving not merely the students’ English but their
behaviour as well. Wallace stresses the importance of evaluation, stating : “We evaluate a syllabus when we say
it is ‘impossible to get through’, and we evaluate a course book when we say it is ‘really useful and helpful’”.

Bibliography
Carter, R and Nunan, D. 2009. The Cambridge Guide to Teaching English to Speakers of other Languages,
Cambridge, Cambridge University Press.
Cayne, B.S (ed). 2008. Webster’s Dictionary of the English Language. New York. Lexicon Publications, Inc.
Peaty, D. 1980. Something to Talk about. Hong Kong. Nelson.
Groth, C. 2013. Semantics Is Fun. Bandung. Penerbit Alfabeta.
Jordan, R.R. 1997. English for Academic Purposes. Cambridge. Cambridge University Press.
Jovan. 2013. The Importance of Values in school: Implementing Character Education, http://www.Libgen,org
retrieved on March 2014.
Sharpe, Pamela J. 2007. Barron’s Practice Exercises for the TOEFL. United States of America. Barron’s
Educational Series, Inc.
Wallace, Michael J. 1988. Action Research for Language Teachers. Cambridge. Cambridge University Press.
Wharton, Sue and Race, Phil. 1999. 500 TIPS for TESOL. London. Kogan Page.

202 st
The 61 TEFLIN International Conference, UNS Solo 2014
 DEVELOPING A SPEAKING CLASS SYLLABUS FOR THE INTENSIVE ENGLISH COURSE
FOR THE FIRST-YEAR STUDENTS AT IAIN ANTASARI BANJARMASIN

Raida Asfihana
English Education Department of IAIN Antasari Banjarmasin
Asfihana210707@gmail.com

Abstract: The lecturers of Intensive English Course of Languages Development Centre of State Institute of
Islamic Studies (IAIN) Antasari only follow a guideline available in the textbook, which is in the area of general
English. This guideline is not sufficient to meet the needs of the students in terms of Islamic contents and
pedagogical efficiency. Therefore, this study aims to develop a syllabus that is appropriate for teaching speaking
skill to the students at IAIN Antasari Banjarmasin, South Kalimantan. The Research and Development (R&D)
procedure is employed in this study. The model used for designing and developing the syllabus is a combination
of Yalden’s Language Program Development model (1987) and Borg and Gall’s R & D cycles (1983). It covers
nine stages of development: (1) needs analysis, (2) planning, (3) proto-syllabus, (4) expert validation of the
proto-syllabus, (5) pedagogical syllabus, (6) field testing, (7) final product revision, (8) evaluation, and (9) final
product. The final product is a proposed Speaking for Islamic Studies syllabus for teaching speaking skill, in the
Intensive English course stage B at IAIN Antasari. This proposed communicative syllabus consists of topics and
subtopics, general instructional objectives, specific instructional objectives, time allotment, evaluation system,
and language functions.

Key words: developing syllabus, speaking, Islamic studies

Introduction
Institut Agama Islam Negeri (IAIN ) or State Institute of Islamic Studies Antasari Banjarmasin is one of
the institutions of higher education under the Ministry of Religious Affairs; thus, this institution concentrates
more on Islamic studies. Since 1998, the teaching of English for the first-year students has been coordinated
through Languages Development Centre (Pusat Pengembangan Bahasa: PPB), which is formerly named
Language Service Unit, of this institution. English is taught three times a week; Monday to Wednesday in odd
semester and Thursday to Saturday in even semester. The participants of this course, which is called Intensive
English, are all first-year students of IAIN Antasari. The number of meetings in the whole year is 84 meetings in
total, which is divided into part A and part B. There are 42 meetings in part A while 42 more meetings are
presented in part B. Next, there are two sessions of middle and final test in each part. The class starts at 06:50
a.m. and the time allotment is 2 x 50 minutes for each meeting. The Communicative Language Teaching is
normally used and the teaching of language components such as grammar, vocabulary, pronunciation and
spelling is already integrated in the teaching of English skills.
The result of a preliminary survey done by the researcher in this institution shows that there is no
English syllabus used to teach speaking. The present syllabus is only for general English; it contains the basic
skills of English in listening, speaking, reading, and writing generally. The lecturers only follow the unit of the
given textbook in teaching speaking. Since the syllabus consists of the goals, objectives, content, processes,
resources, and means of evaluation of all the learning experiences planned for students (Robertson, 1971:564, in
Yalden, 1983:18), the present syllabus of general English is not adequate for teaching speaking specifically. In
addition, the units of the provided textbook may be precisely appropriate for teaching general English, but not
for Islamic studies’ students that need Islamic topics in practicing speaking skill. Therefore, the need to develop
a syllabus for these particular students is inevitable.
The developed syllabus as the final product of this research is in the form of a Speaking for Islamic
Studies syllabus. It is designed based on a careful needs analysis which is conducted to get the students needs
(they are necessities, lacks as well as wants) and their learning needs (Hutchinson & Waters, 1987:55) in
speaking skills. Thus, this syllabus is hopefully able to meet the needs of IAIN Antasari’s students and improve
the quality of teaching speaking at IAIN Antasari Banjarmasin as well.

Specification of the Product

The final product of this research is in the form of a Speaking for Islamic Studies syllabus. This product
mainly consists of course outline, objectives (the general instructional objectives and specific instructional
objectives), topics and subtopics selection (materials), methodology (approach, method, and technique; in the
form of lesson plans), and evaluation system.

st
The 61 TEFLIN International Conference, UNS Solo 2014 203
 Furthermore, the course outline consists of course identity, course description, course objectives in
general, teaching and learning activities, assessment system, and meeting schedule.

Theoretical Review
Curriculum and Syllabus
Traditionally, the field of curriculum development has been divided into syllabus design, methodology,
and evaluation (Tyler, 1949, in Nunan, 1999:72). Thus, syllabus design has to do with selecting and sequencing
context, methodology with selecting and sequencing appropriate learning experiences, and evaluation with
appraising learners and determining the effectiveness of the curriculum as a whole. Curriculum is different with
syllabus since the latter one is a part of the curriculum itself. Then, curriculum development is a more
comprehensive process than syllabus design. Richards (2001:2) states that a syllabus for a speaking course might
specify the kinds of oral skills that will be taught and practiced during the course, the functions, topics or other
aspects of conversation that will be taught, and the order in which they will appear in the course.

Common Characteristics of a Syllabus

In the previous description, it has been stated that a syllabus must be seen as making explicit what will
be taught, not what will be learned. To make the characteristics of a syllabus clearer, it is better to notice what Ur
(1996: 177) said that a syllabus must:
1. consists of a comprehensive list
2. be ordered (easier, more essential items first).
3. have explicit objectives (usually expressed in the introduction).
4. be a public document.
5. indicate a time schedule.
6. indicate a preferred methodology or approach.
7. recommend materials.

Method Of Development
Model of Development
Since the design of this research is Research and Development (R & D), it consists of a cycle in which a
version of a product is developed, field-tested, and revised on the basis of field-test data. Borg and Gall
(1983:773) also mention that “increasingly, curriculum developers use elements of educational R & D
methodology in their work”. As more of these elements are used, curriculum development approximates
educational R&D.
The model of development in this research and development follows the model of syllabus development
proposed by Yalden (1987), which is selected based on several reasons. First, it reflects well-constructed series
of stages initiated from the needs analysis which shows the students’ characteristics in providing the natural
information. Second, the stages in this model are flexible and operationally and clearly defined. Finally, this
model can be used to develop a syllabus, teaching materials, implementation strategies, preparation of teachers,
production of lesson plans, and overall evaluations of the program. Nevertheless, the Yalden’s model does not
include a try-out stage like Borg and Gall (1983) does, which further becomes a weakness of Yalden’s model.
Therefore, the model of development of this research is a combination of Yalden’s Language Program
Development model and Borg and Gall’s R & D cycles.

Stages in Developing the Product

Some stages are applied in developing as well as designing this syllabus. These stages are a
combination of Yalden’s Language Program Development model and Borg and Gall’s R & D cycles. Figure 3.1
describes the stages in developing the syllabus used in this research.
Needs analysis

Planning

Production of a proto-syllabus

Expert validation of the proto-syllabus

204 st
The 61 TEFLIN International Conference, UNS Solo 2014
Production of a pedagogical syllabus

Field testing (trying out)

Final product revision

Evaluation (expert validation of the revised final product)

Final Product: Finished Syllabus

Figure 3.1 Stages in Syllabus Development

The researcher collected the information through needs analysis including review of literature,
classroom observations, and preparation of writing the syllabus draft. Table 3.1 describes the techniques in
collecting the data as well as the indicators of the instruments for this research.

Table 3.1 Techniques of Data Collection

No. Techniques of Data Questions

Collection
1. Questionnaire o Students’ opinions about the teaching and learning process in
general.
o Students’ motivation and interest in practicing speaking skill.
o Students’ needs of teaching and learning activities for a speaking
class.
o Selected topics they need in a speaking class.
o Assessment system they like most.

2. Interview o Specific speaking skills that the students need

o Course design and present syllabus
o Materials selection
o Students’ application of speaking skill
o Facilities available for teaching speaking
o Teaching-learning process
o Lecturers’ educational background
o Obstacles in teaching speaking

The Result Of Development

Analysis of Field Testing Data
Based on the observation conducted by the researcher during the field testing process, it is found that
the English lecturers follow the step in the proposed syllabus effectively, meaning that the teaching activities
proposed in this syllabus can be interpreted by them well. They mention that they do not have any problem in
writing the lesson plans prior to the implementation of the real speaking classroom activities. In teaching
speaking, they do the teaching and learning process step by step as they have already planned in their lesson
plans. The students look motivated and actively engaged in the speaking tasks that are assigned by the lecturers.
They respond actively when they are asked to discuss some Islamic belief and cultural practices, meaning that
they enjoy discussing the Islamic topic much. They do not hesitate to ask questions to their lecturers when they
have problem to translate some Islamic terms into English. In short, this syllabus has already achieved its goal,
that is, to create an enjoyable teaching and learning activities to the class of speaking. One problem is found in
the post activities of the teaching process; when the lecturers want to evaluate the students’ performance. They
have a problem in interpreting the assessment system proposed in the syllabus since the format is considered too
general to be interpreted. Therefore, the researcher is suggested to revise it appropriately. Finally, since the

st
The 61 TEFLIN International Conference, UNS Solo 2014 205
results of field testing stage show that a weakness found in the previous draft of the syllabus, it is necessary to
make a further revision on it.

Revision of the Product

The revision of the product is done based on the previous results of field testing stage and the
evaluation by the expert of the revised final product. The proposed syllabus in this research is needed to be
validated by the experts in order to find out its weaknesses.

1. The Revision on the Topics Selection

The result of expert validation of the proto-syllabus shows that two weaknesses are found in the first
stage of expert validation. Mostly it is found in the suitability of the selected topics compared with the students’
proficiency level. There are seven topics provided in this first draft syllabus, which two of them are considered
too advanced compared with students’ proficiency level in the Intensive English stage B course. The first topic is
the Contrastive Islamic Viewpoints. It is too difficult to the students since they are asked to argue about the
different viewpoints made by the Imam and Ulama around the world. The second difficult topic is the
Responsibility of Ummah, which consists of Jihad (struggle) as its subtopic. This topic is considered vulnerable
to be openly discussed since the perception of one student to another is different regarding with this subtopic. It
will be not beneficially significant when in the class of speaking the students are busily discussing their personal
opinions of Jihad instead of practicing the language functions of the speaking skill itself. Furthermore, the topics
of Islam and History and the Holy Qur’an are only chosen by a small number of students since they have
commonly discussed these topics in their high school. In the distributed questionnaire, they mention that they do
not want the repetition of these two topics in their class of speaking.

2. The Revision on the Teaching and Learning Activities

The revision is also made with regard to activities of teaching and learning. Moreover, seminar and
debating are also too difficult to be included as teaching and learning activities in this level. Again, these
activities are considered too difficult compared with the students’ proficiency level. Thus, the researcher revises
it based on the experts’ suggestions, which has been further revalidated by these experts to obtain the best
possible result. It is suggested to change these activities into a small seminar presentation and or a panel
discussion. Therefore, after eliminating seminar and debating, the activities become lesson orientation, question
and answer, role playing, pair working, retelling, oral presentation, group discussion, delivering speech, and
panel discussion.

3. The Revision on the Assessment System

Further revision is made based on the try-out result in order to make this syllabus achieve its best
performance. It is done by translating some types of assessment into the simpler formats. In doing this, the
researcher gives a more complete speaking rubric. Moreover, the evaluation system is breaking down into pieces
of speaking tasks. Therefore, it is easier for the users of this developed syllabus to assess and score their
students’ performance. By doing the revision of the final product, it is also expected that the aspects of this
developed syllabus are clear enough and readily interpretable for the English lecturers.
After going through the first expert validation, transformation into lesson plans, being try-out, and final
revision, the revised final product is once more submitted to the experts for the final evaluation. The form of
expert validation filled by both experts shows a satisfying result, meaning that this developed syllabus has
achieved its best possible performance, worth stating as the final product of this R & D research.

Final Product
The final product of this research is a communicative syllabus for English teaching in the Intensive
English course at IAIN Antasari Banjarmasin. It mainly consists of course outline, objectives, topics and
subtopics selection, and assessment system. Finally, this final product can also be used to support the teaching
and learning process in other Islamic studies institutions, with some possible modifications as an effort to meet
the students’ needs in mastering English while learning more about their religion.

Conclusion
This proposed Speaking for Islamic Studies syllabus mainly consists of the course outline, objectives,
topics and subtopics selection, and assessment system. The topics selected in this developed syllabus related to
Islamic belief and cultural practices combined with English speaking skills and grammatical features. This
syllabus is also supported by some lesson plans as a model of the teaching and learning process using this
syllabus, which has been empirically tested in the try-out stage. Finally, it is expected that this research product
will successfully accommodate students’ needs in mastering English speaking skills in the area of Islamic studies.

206 st
The 61 TEFLIN International Conference, UNS Solo 2014
References
Borg, Walter R. & Gall, Meredith Damien. (1983). Educational Research: An Introduction. New York:
Longman.
Hutchinson, Tom & Waters, Alan. (1987). English for Specific Purpose. Cambridge: Cambridge University
Press.
Richards, Jack C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University
Press.
Yalden, Janice. (1983). The Communicative Syllabus: Evolution, Design & Implementation. New York:
Pergamon.

st
The 61 TEFLIN International Conference, UNS Solo 2014 207
 WRITING CRITICAL REVIEWS IN A CONTENT-BASED LANGUAGE CURRICULUM

Roger Palmer
Konan University, Japan

Abstract: Having students write book or film reports is a common pedagogic practice in second language
instruction. Christie and Derewianka (2008) characterise the report as a genre involving interpretation, where
learners are asked to describe or explain. Many learners are likely to have encountered this kind of text before,
and may therefore be able to call upon their pre-existing knowledge. The challenge is much greater when
learners are asked to review books or films. Rose and Martin (2012) identify how reviews require that learners
respond to a text (or film) and evaluate it through critiquing, something few are equipped to do. Instructors can
help their learners through explicit instruction of the response genre. The presenter will describe how a project
on European cinema used staged instruction to help students create film reviews. Examples of the stages taught
to the learners will be provided. The results are given, focusing on ideational, interpersonal, and textual
meanings. Details of a functional analysis of the texts are highlighted, with reference to examples of students’
work. Those attending will be able to take away materials to help with language curriculum development.

Finding Out what students already know about European cinema and cinematic language
The starting point for the project is to find out what the students are bringing to the class, namely, what
they already know about cinema. Questions can be framed to elicit how frequently they go to the cinema (or, at
least, watch a film) in their own country, the sorts of films they like or dislike, the best or worst film they have
ever seen, what helps them decide which film to go and see, and whether they have ever watched a film at a
cinema in another city or country or in a different language.
As students begin to discuss films, gaps in cinematic knowledge appear alongside problems in finding
the right way to express cinematic language in English. The differences between a remake and a sequel, a critic
and a review (or critique), dubbed and subtitled, performance and role, are all areas where negotiation of
meaning helps to clarify what is meant by the terms. Even more challenging are more casual words and
expressions, often colloquial, such as hype about a film, especially a cult film, the unambiguous use of trailers
versus the uncertainty surrounding when to describe a film as a blockbuster, the difference between the end and
the ending, and when not to give a spoiler or reveal a twist in the plot. A big budget film as understood by
English speakers might have a strong cast, though some of the acting could come across as being wooden; more
than likely, it is beautifully shot and has amazing special effects, though being a little over-the-top; the ending
could be heavy, or just too contrived and ultimately a let-down; some films go on a bit too long, and don’t really
ring true.
Integrating the learning and practice of new vocabulary into class discussions is a relatively simple
question of lesson preparation and class management, but how exactly to go about it within the structure of (the
currently fashionable) project-based learning brings its own set of challenges. A problem-based learning
approach common to many projects is more likely to result in effective learning only when students have enough
expertise in the subject matter to engage critically with the course content. However, in the ESL classroom,
students are already labouring under the burden of the target language demands. Learning enough language and
content, and being able to express oneself through that language about the new knowledge, is a formidable
challenge which requires scaffolded, level-appropriate instruction. Kirschner, Sweller & Clark (2006) suggest it
may be a step too far in many undergraduate courses, arguing in favour of, ‘direct, strong instructional guidance
rather than constructivist-based minimal guidance during the instruction of novice to intermediate learners.’
Fortunately, providing explicit teaching in the form of film trailers or complete films is at hand in a cinema
course, helping to build knowledge of the field of study for students.

Knowledge of Field
Just as a writer uses the pen or keyboard to express meanings which are composed to their audience, the
reader, as words on the page, the film director can be said to use the viewfinder and camera angles to frame a
world view, seen by the audience through the lens of the camera projected on to the cinema screen. What kind of
world is the director from, and what kind of world is he or she creating? Working in groups of four, students
choose a European film based on personal recommendations or first language film reviews or teacher
recommendations. Student one is assigned the task of finding out as much as they can about the background to
the film. When was the film made, when was the action supposed to take place, where was it shot, and where
was it supposed to be set? As a general overview, what kinds of people are involved as director and actors, what
type of film is it, and what is its basic historical, social, and cultural setting. Meanwhile, student two makes notes

208 st
The 61 TEFLIN International Conference, UNS Solo 2014
on the storyline and searches online to provide the class with a brief summary of the plot, outlining the key
stages while remembering to omit the resolution (the ending or key twists in the plot), which would otherwise
ruin the viewer’s enjoyment of the film. Assuming that the film follows a traditional narrative, students will need
to know the stages of the narrative genre (i.e. orientation-action-complication-resolution-coda) in order to make
sense of the development of the story. The third student will find out about the cast or actors. Even more than for
student two, this requires some background research. Helpful sites for a database of film reviews and trivia are
IMDb (http://www.imdb.com) and Rotten Tomatoes (www.rottentomatoes.com). In particular, information is
required on which actor played what role, an evaluation of their acting, and a description of the main characters
to include their physical attributes, psychological make up, age, nationality, and social or personal background.
Student four looks at the director in more depth, to explain who they are, their other works, and their
accomplishments in this film. This discussion may embrace information about his or her society, their reasons
for the choice of theme, and the message which they attempted to convey. An appreciation of social purpose and
audience allow us as critics to evaluate later whether the film has succeeded within its own terms.

Modelling and Text Deconstruction

The kind of jigsaw task described above enables students to relate their findings in teams to other
groups as experts, and raises awareness about one kind of basic film review. Repeated exposure in class to the
framework, including the structure and staging of a review as well as language, builds knowledge about the
function of reviewing (how it works and what it sets out to achieve) rather than empty labels about the form of a
review (its beginning, middle and end). Having had groups introduce their recommendations and basic
knowledge-building to each other, students are helped to deconstruct some simple film reviews as they
familiarise themselves with films introduced by the instructor. A case in point is a film description of the
French/Japanese film Hiroshima Mon Amour, accessed online (wiki), as is the entire film (YouTube). The class
was provided with a genre-based film review structure:

Generic structure of a film review

A film review contains the following obligatory stages.
1. Title
2. Introduction orientation: when, where, who are involved (director, actors), which category or genre of film
3. Plot summary action: events leading to a complication or problem - note that how things are resolved and end
up is omitted so as not to spoil viewers’ enjoyment
4. Background of the film production and discussion on director and actors: a factual exposition
5. Evaluation to comment on the quality of the reviewed film
6. Recommendation to readers whether it is worth viewing
Adapted from http://www.xtec.es/~vfeliu/writing/revi3.htm

The framework provides a model for textual analysis. Here I have added the language of the structure in bold
type into the review (http://en.wikipedia.org/wiki/Hiroshima_mon_amour) to highlight the stages.

1. Title] Hiroshima Mon Amour

2. Introduction] Hiroshima Mon Amour concerns the experiences of [who] a French actress (Emmanuelle
Riva), referred to as Elle (she), who performs the role of a nurse in a film being shot [where/when] in post-
war Hiroshima. She meets [who] a Japanese architect (Eiji Okada), referred to as Lui (him) and, separated
from their spouses, [genre] they become lovers.
3. Plot summary] The early part of the film recounts, in the style of a documentary, but narrated by the so far
completely unidentified characters, the effects of the Hiroshima bomb on August 6, 1945… Using
flashbacks intercut into the love story set in 1959 - [event] the couple's meetings in hotel rooms and
restaurants - [event] the woman relates for the first time her experiences during World War II in Nevers,
where she was involved with a young German soldier during the German occupation. [problem] She
suffered the discrimination of women who had been friendly with Germans; a severe almost bald haircut,
before leaving for Paris, her hair regrown, and her anonymity regained. [resolution] He urges her to stay in
Hiroshima, but the situation is untenable.
4. Background] It was one of the first French New Wave films. [director] Among the film's innovations is
Resnais' experiments with very brief flashback sequences intercut into scenes to suggest the idea of a brief
flash of memory. Resnais later used similar effects in Last Year at Marienbad… [production] …The film
was a co-production by companies from both Japan and France. The producers stipulated that one main
character must be French and the other be Japanese…

st
The 61 TEFLIN International Conference, UNS Solo 2014 209
5. Evaluation] …Filmmaker Eric Rohmer said, "I think that in a few years, in ten, twenty, or thirty years, we
will know whether Hiroshima Mon Amour was the most important film since the war, the first modern film
of sound cinema".
6. Recommendation] Hiroshima Mon Amour earned an Oscar nomination for screenwriter Marguerite Duras,
as well as a special award at the 1959 Cannes Film Festival, where the film was excluded from the official
selection because of its sensitive subject matter as well as to avoid upsetting the U.S. government.

Joint construction
Having identified the stages of the review, students collaborate on writing another with the instructor.
Ideally, it is composed directly on a large whiteboard that everyone can see, or projected on to the board from a
computer or tablet where it can be peer edited and checked by the teacher. One advantage of the projected image
is greater involvement, in that while one student team types on the computer, another team checks and adds to it
on the board. At this point, students can be introduced to ideas on register variables, or reminded of them.
Following Eggins (2004), mode (textual meaning) explores the ways that spoken dialogue in a film and the
written script or narration will vary. Choices in spoken language, from polite formal to vulgar casual, create the
feeling and stance of the film as it unfolds. Tenor (interpersonal meaning) looks at how relationships of power
develop in the film between characters, observing how we speak in different ways to close friends, colleagues,
and family members of different ages. How much power does the director seek to exert over us, and which
characters come closet to their world view? Field (ideational meaning) helps to explain variations in language
use depending on the topic, such as whether we discuss a documentary film, or an action film, or a comedy.

Individual construction
Students begin composing their own reviews of European films they watch, highlighting the stages in
their own writing. Besides text structure, they continue to work on language features which exemplify the film
review genre. For particular types of films, they may be described (using adjectives) as an action movie, or
(using nouns) as a thriller. Associated words would include musical, drama, comedy, sci-fi, and romance. For
characterisation, students benefit from terms such as leading role, supporting character, hero, and villain. They
need to understand the development of characters through the film. The plot requires language to describe what
happened in the past, the places where the story evolved, and developments in time sequence. Given the visual
nature of films, emphasis has to be placed on the settings and scenes, and the use of light and dark, a range of
colours, and open and closed locations to convey mood. Students are recommended to create their own checklist
of items to include, so as not to miss key aspects of the soundtrack, the camerawork, and visual effects.
With practice and feedback, students use their knowledge of the film review genre, cinematic
expressions and subject-specific knowledge to pursue this own research project. Examples of student work and
text deconstruction of professional reviews, provided in the workshop, trace the development of student progress
in reading and writing reviews from the beginning to the end of the project. Prior to submitting the final
assignment, a poster presentation highlighting five original reviews on a European cinema theme chosen by the
individual student, the following checklist is provided for the more sophisticated reviews that students are now
being required to produce, based on quotations from an actual review by a professional film critic, Roger Ebert
(http://www.rogerebert.com/reviews/diva-2008):

Essential elements Notes Instructor Checklist &

Comments
title English title and original
orientation the director, main actors, when & where it was
made, the kind of film it is
synopsis (outline of the plot) Events leading up to a complication - do not give
the resolution
background (director, actors, factual exposition about other films the director &
production, trivia) actors have collaborated in, etc.
evaluation (personal critique) in-depth analysis discussing main themes,
character development, & other reviews
recommendation your rating of the film, with reasons why

210 st
The 61 TEFLIN International Conference, UNS Solo 2014
 past tense verbs in first & last “Peering into obscure corners of Paris, Jean-
paragraphs for impact Jacques Beineix emerged with…”
present tense action verbs for “Jules lives in his own way, in his own shadowy
synopsis & evaluation industrial space…”
past tense for research “Diva has been referred to as the first French film
in the …cinema du look, defined by Wikipedia
as…”
cinematic expressions for The special effects were amazing, but the plot
music, lighting, effects, was a bit far-fetched!
cinematography, camera
angles…
adjectives “…a dazzling kaleidoscope of… action and
startling images.”
personal reactions to add “[It] still plays as a cult film, primarily, I am
interest convinced, because of its…”
details to add interest “He has a professional-quality Nagra recorder
hidden in his bag.”

the society it was filmed in “[A]lienated characters…were said to represent

the marginalized youth of Francois Mitterand’s
France.”

Conclusion
Students began the project on cinema not knowing what films made in Europe tell us about the different
cultures that produced them, or how film directors exert an influence on social change while also being
influenced by their own milieu. Through selecting, watching, and critiquing postwar European films, and writing
their own reviews for sharing with their peers and uploading to film review databases, students were able to
reach out to new audiences and go beyond being a mere film observer, empowered by becoming a film critic
who builds new knowledge about the films for other viewers and reviewers. Identifying the review as a genre,
and teaching its structure and language features explicitly, enables language learners to join the target language
community. Far from being a consumer of other people’s reviews, they are an equal, a creator of reviews read by
other English users. An awareness of purpose and audience, at the heart of the filmmaker’s pursuit, is embraced
by the student critic as central to their pursuit.

References
(i) Printed books
Christie, F. & Derewianka, B. (2008). School Discourse. London: Continuum International Publishing Group
Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. 2nd ed. London: Continuum
Rose, D. & Martin, J.R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the
Sydney School. Sheffield, UK: Equinox Publishing Ltd.

(ii) URLs
Film review framework example:
http://www.xtec.es/~vfeliu/writing/revi3.htm
Accessed on June 10, 2014
Roger Ebert’s film review of Diva:
http://www.rogerebert.com/reviews/diva-2008
Accessed on June 10, 2014
Wikipedia article on the film Hiroshima Mon Amour:
http://en.wikipedia.org/wiki/Hiroshima_mon_amour
Accessed on June 10, 2014

st
The 61 TEFLIN International Conference, UNS Solo 2014 211
 ANALYZING ADVERTISEMENT AS AN ALTERNATIVE WAY
TO TEACH SEMIOTICS: A LESSON PLAN

Susi Herti Afriani

Lecturer of English Linguistics and Literature
State Islamic University (UIN)Raden Fatah Palembang
Faculty of Adab and Humanities, South Sumatera, Indonesia
Mobile Phone: +625377767852
susisupomo@yahoo.com

Abstract: in this study, the writer would like to propose an alternative strategy to be used to teach semiotics.
Semiotics is the study of sign of language. One alternative strategy that could be implemented is by utilizing
advertisement in the study of Roland Barthes theory as one of semiotics material that must be taught in
Semiotics subject.This abstract indicates a target language program on English for Academic Purposes at higher
education level. The target audiences are academics or faculty members and linguistics teachers. This paper aims
at describing how analyzing advertisement can be an alternative way to teach semiotics. The steps proposed are
as follows: The data are taken from beautiful advertisement on television. Firstly, ask the students to watch the
advertisement on television, then record pictures, sound, and utterances, and watch them more than twice in the
class. Furthermore, the picture will be catched, and transcribed the utterance to the notes, then, ask the students
to notice everything that support the data analysis (picture, movement, and situation); in addtion, show them how
to analyze data, and explain them how to analyze the data based on semiotics theory and Roland Barthes theory.
Comprehensively, the result of analysis is able to explain the students the theory of Roland Barthes in semiotics.
The women in this advertisement can be seen from the meaning of connotative and dennotative meaning. From
those steps, it is expected to make the student easier to understand the theory of Roland Barthes. In additon, it
would be beneficial for student to be familiar with the material in semiotics.

Keywords: Analyzing advertisement, Roland Barthes in Semiotics, a lesson plan

Preliminary
Semiotics is the study of sign. “The goal of theoretical semiotics is to study the origins, nature, and
properties of signs, that of cultural semiotics to examine their functions and uses within their “cultural
container”(Danesi and Perron 1999: 67. It is called a multidicipline study. We can begin to understand the
semiotics by starting a question: how could the theory of de Saussure develop signs on Roland Barthes’ Theory,
and of what later developed in the study of culture? The theory of de Saussure was developed by Barthes, where
he developed to assess cultural aspects related to the division of the signifiant and signifie sign. With this, de
Saussure tried to see a sign as a of unity between the two entities comprising mental signifiant(signifier or
marker), which is the form of ACOUSTIQUE image or image noise, and signifie (signified or marker), which he
calledits concept (de Saussure 1973: 146). De Saussure saw language as a system of signs. According to him, the
sign (language) is a psychical entity duplicity. In other words, it meanssignifiant (marker, signifier) and signifie
(signified). Signifiantis the image of the sound or sound psychological impression that arises in our minds, while
signifie is the concept or meaning that there is an impression in our minds. Sign concept is then taken by Roland
Barthes. Barthes was a French semiotician. He built a framework of analysis in his book Elements of Semiology
(Afriani, 2003: 67).
One of the Roland Barthes’s theory is concepts of dennotation and connotation. The writer tries to
propose one alternative strategy in teaching these concepts to the students in the class. That is teaching semiotics
through analyzing advertisement. Some advertisement in the televison, which can be analyzed part of
advertisement that use women as a model. Televisionis actually an effective and efficient cultural transformation
tools. However, as the complexity of the issue and interests in society, then the existence of the advertisement
becomes a tool misused by certain manufacturers in order to perpetuate its products. Christomi (2006: 1) adds
that the market share easily translated by an advertising agency in the form of representation, using highly
structured and creative. However, the advertisement is actually open to be interpreted and have the possibility of
'leaky' and change behavior outside its market segment, when dispersed in society. "Sweet black girl might be
thinking of also buying skin whitening". In other words, anything unusual, it can become a commonplace
naturalized (Barthes in Christomi (Barthes 1979,1993)). If we consistently "watch" television ad in Indonesia,
then in general I can say that the Indonesian television is actually more "highlight" eyes ͒ ads than other events.
That is why the ads have aired portions much more than the news for example. If we watch the eyes of the
"advertisement" in Indonesian television, then we will find that advertising "drugs" is a sub-impressions,

212 st
The 61 TEFLIN International Conference, UNS Solo 2014
followed by advertising "skin whitening women" and shampoos. If the number of women who are often seen as
a model of advertising, it can be said also that how women have been used in a manner to be used on television.
This is because the skin whitening advertising model, is already white, Lux soap ads using ad model, who was
already a star, and model of the ads shown, physically is already "pretty" or even exceed the standards of beauty
culture in Indonesia, that which is considered beautiful is white, slim, tall and has long, black hair and bushy. All
these things are developed because of the myth of beauty (beauty myth), which has been believed and rooted in
the world of advertising to woo consumers (women) in Indonesia with various beauty products. Although, the
myth of beauty is different in each culture. In Africa, for example, the beautiful woman who gives the
impression of abundance, with a large round body shape, chest and lower body, with black pigment course
(http://www.kompas.com/kompas-cetak/0210/14 / dikbud/glob36.htm.). In conclusion, I see that the beauty of
this ad is clearly aimed at women, and "may" is intended to be enjoyed by men, and that being a model is a
woman who has standards of beauty in Indonesia. Whether or not of this assumption, will be tested in the study
on zinc shampoo ads andNivea Intensive Body Lotion ads.
Semiotics is one of subjects that is taught in University (higher education level). It is taught
theoretically from the beginning of the study. A lecturer of linguistics needs a way to deliver the basic concepts
on semiotics interactively and attractively. One of the theory taught in Semiotics is a theory of Roland Barthes. It
is not easy to deliver the concept of the theory because it is really scientifics, and the students get difficulties to
catch the idea by reading the book only. For those reason, one of the way to understand Roland Barthes Theory
by using advertisement analysis. The writer has already done the research related to beautiful advertisement in
Indonesia. The steps of the analysis has shown to the students in her class January to June 2014. One of the way
to understand Roland Barthes theory is advertisement analysis.
These advertisement (Zinc Shampoo and Nivea) are interesting to be investigated. Analyzing
advertisement is one alternative strategy that could be implemented in Semiotics class especially when the
teacher tries to teach Roland Barthes theory. This paper is very appropriate for a target language program on
English Academic purposes at higher education level.In conclusion, This paper aims at describing how analyzing
advertisement can be an alternative way to teach semiotics, especially Roland Barthes theory.

Analyzing advertisement as an alternative way to teach semiotics

Data
The data inthis studyisa modelof speechandthe narratoradswithin the advertisement: (i) Zincshampoo;
(ii) NiveaIntensiveBodyLotion;.DataProcessingMethod is (1); Researcher and the studentswatchedthe
advertisementover and over again, (2); The researcher captureimagesandtranscribespeechtotherecords, (3); the
researcher notedthe thingsthatsupport the analysisof data(images, motion, situation), and invited the students to
note everything on the advertisement(4); The researchersclassified typesof data(5); the researcher analyzedthe
databased onthe theoretical framework. Here aretwoads thatwillbe studiedthrough thesemioticsof Barthes; the
focusisverbalaspect, namelythe advertisinglanguageofthe narratorandadvertisingmodels, whilein terms
ofnonverbal(picture, movement, situation) would beseen assupportingtextandverbalcontext.. After analyzing the
data, the researcher show the students the resut of the analysis. Advertisement is a good media in explaining
Berthes theory.

MassMedia: Television andadvertisement.

The studyof massmedia, such as televisionoverlaidin theawarenessthatthe textordiscourseinthe
massmediahassuchinfluencein humans(Littlejohn, 2002:163-183). The entireactivityandthe symbolicmeaning ofa
textcan becarried outinthe massmedia. Basically thetext ofthe massmediais notvalue-freereality. Atthe point
ofthe basic humanconsciousness, the textalwaysincludesinterests. Textin principlehas beentakenasthe reality
ofthesiding. Of coursethe textusedtowin the fightidea, a particularinterest ofa particular classorideology. At some
point, themediatextitselfalreadyisideological(Littlejohn, 2002:217). Advertisementsintelevision, as one of
thetextinthe massmedia, have the powerto influenceandtuckinga particular ideologyin order to perpetuateits
products.

Women andAdvertisement
Ads thatuse"woman" has beenaround a long time, eventhe roleandposition of
womeninbeautyadvertisingon televisionthen and nowremainsas an object(Afrianied2002:10). It is notonly in
Indonesia, butalsoinother countries, eg, United States. BettyFriedan, anactivistandauthorof TheFeminine
Mystique, accused theadvertising industryinthe United Statesover theexploitationof women's oppressionby
usingnegativestereotypesin their ads(Steve CraiginTejasmara2004:9).However, since1970,been a lot ofads
thatput womenasindependentdecision-makers, sorevampanothermythin the world ofadvertising, that women are
placedas if it mightbe acceptedonlyiftheycanmeet the standards ofslimness, beauty(skin color for example)

st
The 61 TEFLIN International Conference, UNS Solo 2014 213
andspecificfashion. Thisalso happensin Indonesia, thatthismythby waywomenconstructa new one anyway;
isprettywhite, slim, andlongblack hairandbushy(Afriani2006:11).

Barthes's semiotic: connotation, myth and ideology

The theory that will be used in this research is the theory of Roland Barthes' connotation. Barthes (1973:
89-94) developed two levels of meaning indication that allows generating stratified. He defines a sign as a
system consisting of E, expression or related markers (R) with C, the content or markers. This system (ERC) is
called the primary sign system. The primary sign system can be developed into an element of a more
comprehensive system of signs. If development occurs at the level of content (C), the primary sign system (E1
R1 C1) will be the expression (E) of the two sign systems, namely E2 (E1 R1 = C1) C2 R2. In this case, the
primary sign is denotative, while the second sign is connotative.

Denotation is an indication level which describes the relationship between signifier and signified, or
between the sign and the reference to the reality, which generates meaning explicit, direct and definite.
Denotation is the meaning of meaning to what it seems. The connotation is an indication level which describes
the relationship between signifier and signified, in which operations are no explicit meaning, not directly, and
certainly not open to the possibilities (Piliang, 2004: 94). If development occurs at the level of expression (E),
the primary sign system (E1 R1 C1) will be content (C) of the two sign systems, namely R2 C2 E2 (E1 R1 =
C1). It is also called the metalanguage. In the metalanguage, a sign will have more than one E to C is the same,
the opposite of connotation where a sign has more than one C to the same E (Hoed, 2004: 53).

Connotation of the theory, Barthes then develop a tool to assess the culture. Through semiotic
connotations, Barthes saw language as a part of the culture. Connotation evolved along with the cultural
influences of the giver of meaning. Be a sign of a particular connotation when we look at the use of the mark in
advertising. For example, a photo of "car" has reference to the car in the real world, and has connotations of
freedom, strength, modernity, and status. The concept of this connotation, can then be developed into a myth. In
his mythologies (1973), Barthes shows how the semiotic and explain what is meant by the myth (Mythe). Myth
is not an object, concept, or idea. Myth is a way of signification 'symbolism' a form. Myth is a speech (parole),
"The myth is a type of speeh" (Barthes 1973: 109), and all of which can be considered discourse (a discourse)
may be a myth. Thus, the myth cannot be found orally, but in the form of writing or performances (Zaimar,
1991: 22). Barthes also explains myth as a semiotic system. He stated that as a study of speech, mythology is a
fragment of a vast science of signs, namely semiotics. In the operation of this myth, the sign becomes a second
order marker (second order signifier). Connotations cannot be separated from the culture in which we live and
grow together with the influence of culture on the meaning giver. This brings us to what Barthes referred to as a
myth. If the myth to settle, then it would be ideological.
The theory explained above will be the theoretical framework in analyzing the data. After asking the
student to watch the advertisement on television, then the students records pictures, sound and utterances, and
watch them again in the class. The researcher invited and asked them to notice everything in order to support
data analysis; they are picture, movement, and situation. In addition, we showed them how to analyze the data.
The result of data analysis as follows:

Discussion
The data are tahen from Zinc Shampoo Advertisement, and Intensive Body Lotion Nivea. The result of
the data analysis is explained as below.

Women inZincShampooadvertisement.
Zincshampoo commercialwas airedthroughout 2006. The Contextinthis adareasfollows: (i)
advertisementshowedwomen(advertising model) with long hair, straight, blackandbushyis running(rather waltz)

214 st
The 61 TEFLIN International Conference, UNS Solo 2014
with confidence; (ii) The womanbrushedher hair, and thengot the attentionofall thepeoplewhoare around,
especiallyfromhandsomemen (in Indonesian standard)whotouchedher hair; (iii) The adtells us
thatwomenwearZincshampoo, and(iv), when she metwithhimagain, hesmiled, amazed, stealing
glancesandfinally"invented". The narratortellsthe followingad:

“Zinc, zinc, zinc…, zinc, zinc, zinc; rambut zinc, bikinsemuaterpikat, zinc
pyrithiondanoctopiroxnyabikinketombetakut, ginsengnyabikinrambutkuatdanlembut…; zinc, zinc, zinc,
bikinsemuaterpikat; zinc, zinc, zinc, cumarambut zinc yang bisabegini. Ketombe di Zinc aja! Rambut OKE.

In the television screen running texts, it is stated that"ZINC shampoo sachet fixed price of Rp. 250, - ".
The 30-second ad. In a short amount of time, this ad is able to tell and show what Barthes called the Expression
and contenton the primary system, firstly, the narrator uttered and repeated that advertisement "Zinc, Zinc,
Zinc". Product name is repeatedly spoken to introduce the product on consumer, by the ad narrator; so that when
people hear the name of Zinc, they will surely remember the type of shampoo. Analysis on the television above
that the text begins with understanding speech with a rising intonation, which tells that the zinc hair shampoo
will make everyone captivated. Second, speech further illustrate that Zinc has astringent antidote to dandruff and
substances called pyrithion amplifier and hair softener, called octopirox. Narrator ad illustrates that only zinc
hair can make people hooked, and images also illustrate that the man lured the women's hair, so that the woman
who is using the product Zinc, after that, they meet again and eventually women become enamored with him,
thanks to the use of Zinc products. In the secondary system, researcher interpret that Zinc shampoo, that is a
shampoo that makes men attracted, and yet another woman who eventually lured in men. That is, it seemed that
the female models Zinc shampoo ads placed only as a display. Women become complementary flavored delights
the audience, because the display is a woman who looks "perfect", it means that women with white skin, long
hair (black), pretty and slim. Women in these ads also appear minor, since it is functioned as the attention of
men.
In presenting the facts to the public (audience), television is influenced by the ideology that constructs
women unfairly. For example, the use of softening language "zinc air, making all hooked", because the hair is
not in zinc, means not ok, and not interest men. That is, that the message conveyed by the ad shampoo
zincstreotype strengthen the position of women in particular; that means the beautiful woman with long hair,
black, strong, gentle, without dandruff is that men ogled. In this case, it appears that zinc shampoo commercial
on television is a business reality, because it serves as a source of income, return of capital and profits for private
television. Vice versa, for advertisers Shampoo zinc, is serving at the time the audience demands a lot (there is a
popular event). Rating here means there is a role, which became a television ideology. Ads shampoo like zinc
shampoo ad, which showed ideology "pembawahan (under standard)/" women, will certainly continue. It can
only be revised or eliminated by the attitude of television viewers themselves, because the ads will continue to
run while the advertiser is able to and does impressions matter remain popular spectator/television viewers.
Therefore, a critical attitude plays an important role in the audience watching the ad and choosing
shampoo/products offered on the advertisement. Let us turn to the Nivea advertisementanalysis, will we find the
same ideology?

Women inIntensiveBodyLotionNiveaadvertisement.
IntensiveBodyLotionNiveaadvertisementshowsthe contextof the following events: (i) Niveaadbeginsby
showingthe logoNiveabodyproducts; (ii) second, emergingadvertisingmodelswomenstrokedhis own bodyfromthe

st
The 61 TEFLIN International Conference, UNS Solo 2014 215
neck, down to his shoulder, thenshowedhis backopen; (iii) further, the softness ofher skinis the
sameparablewithAvocadooilisfallingonmilk; (iv) the maletouchingthefemale's back open, backfromtop to
bottom; (v) the advertisementshows theproductNiveaIntensiveBodyLotion, 200mlsize; (v) the
typicaladvertisingsloganNivea: I love mybody.

After transcribing, the advertisement model uttered“kurawatkulitkudengan Nivea Body Intensive Lotion, yang
mengandung Avocado oil, bagaikanmandisususetiaphari”, furthermore, advertisement narator uttered“Nivea
Body Intensive Lotion, I love my body”

Barthesdefinesa signasasystemconsisting ofE, expressionorrelatedmarkers(R) withC, the

contentormarkers. This system(ERC) is calledthe primarysign system. In the analysis ofthe above text, the
expression"kurawatkulitkuwithNiveaIntensiveBodyLotion, whichcontainsAvocadooil, like amilkbatheveryday",
it can be seenas adirectivespeechunderstanding, meaning that althoughthespeechasadeclaration, butthe function
is moreon the"suggestion" or"urge" television viewerstobuyNiveaIntensiveBodyLotion, becausewhatcanmake the
skinsoft asmilkbathisNiveaBodyproducts. The nextspeech, "Nivea IntensiveBodyLotion, I love mybody" isan
illustrationof thenarratoradvertisement, whichdepictscompleteness of the information, that everyone(especially
women), whowants to"love" andcare forthe body, canuseNiveaIntensiveBodyLotion.
The primary sign system can be developed into an element of a more comprehensive system of signs. If
development occurs at the level of content (C), the primary sign system (E1 R1 C1) will be the expression (E) of
the two sign systems, namely E2 (E1 R1 = C1) C2 R2. In this case, the primary sign is denotative, while the
second sign is connotative. If we analyze the connotation of Barthes's theory, then we will see the "upper-class
women of modern life", which is characterized by "Avocado Oil", "I love my body", which gives an indication
that women can treat the skin for the sake of looking smoothlywomen who have excess money, or making
activities as part of skin care routine life. Connotation of "Nivea Intensive Body Lotion" is a moisturizer that can
make "us" have smooth skin, such as milk bath. However, it does not seem as simple connotation, because
expression of the exploitation of women's bodies in advertising is more noticeably through pictures (scenes of
men stroking backs advertising model). Exploitation of women's bodies in every gender stereotype tends to
imply the meaning of low quality, which ultimately brings more meaning women not as an object, not a creature.
In advertisementNivea Intensive Body Lotion, body and skin explored as an object (object sign), rather than as a
subject. Advertisers make the body as a marker (signifier), which is associated with the meaning or the signified
(the signified) specified, in accordance with the objectives of economic policy. That is, the body of a young
female advertising model, seamlessly and beautifully with Nivea moisturizing products. Body with leather
version maintained Nivea body lotion be used as a tool Intensive ideal beauty of the body, also is constructed and
standardized in order to make it easier for manufacturers to customize the advertising image of the product with
passion buying public.
Nivea advertisement clearly reminds us that women must be beautiful, slim and smooth-skinned (very
streotopycal). This representation leads women to be like the models on television advertising. Nivea
advertisement model representation on television, reminds me of the beauty myth of Naomi Wholfwhich
expressed, that "beauty" is a currency system like the gold standard in the economics become. As with other
economic areas, it is determined by the political system, and in Indonesia, the value of beauty is the best belief
system to maintain the dominance of patriarchy. Here, the definition of patriarchy is capitalism television and
advertising, which makes women feel uncomfortable with themselves through various images of women that are
imaged as in a Nivea advertisement. That is, the Nivea advertisement store ideology to control women by

216 st
The 61 TEFLIN International Conference, UNS Solo 2014
making them self-conscious, as well as making women feel guilty, if you do not have a well maintained skin like
milk bath; or it can be said that women's bodies eventually fall into what is said Foucault (1995) in Budiman
(2000), as a power machinery, which explores, dismantle and remodel. The impact is clearly detrimental to
women's beauty myth. However, we cannot easily eliminate the ideology of capitalism that is now a proven
many, at least we should be critical of the ideology.
Comprehensively, portraits of women in beauty advertising on Indonesian television can be seen
through the connotative meaning in shampoo ads Zinc, Zinc shampoo is a shampoo that makes men hooked. That
is, it seemed that the female models Zinc shampoo ads placed only as a display. Women become complementary
flavored delights the audience, because the display is a woman who looks "perfect", it means women with white
skin, long hair (black), pretty and slim. Women in these advertisements also appear minor, since functioned as
the attention of men. InNivea Intensive Body Lotion ads, wear/use Nivea products means using a moisturizer that
can make "us" have smooth skin, like a milk bath. However, the connotation cannot be that simple, because the
expression of exploitation of women's bodies in advertising is more pronounced through the images, when there
are scenes of men stroking backs advertising model. Exploitation of women's bodies in every gender stereotype
tends to imply meaning low quality, which ultimately brings more meaning women not as an object,
notacreature.
The message conveyed by the advertisement shampoo Zinc strengthen the position of women in
particular streotype; that means beautiful woman with long hair, black, strong, gentle, without dandruff is that
men ogled. It is apparent that zinc shampoo commercial on television is a business reality, because it serves as a
source of income, return of capital and profits for private television. Zinc shampoo advertisement, also showed
ideology "pembawahan/" women. Body with leather version maintained Nivea body lotion be used as a tool
Intensive ideal beauty of the body, also is constructed and standardized in order to make it easier for
manufacturers to customize the advertising image of the product with passion buying public. Nivea
advertisement clearly reminds us that women must be beautiful, slim and smooth-skinned (very streotypical).

Conclusion and suggestions

Semiotics study is a study that emphasizes on theoretical based which need creativity in delivering the
concept. One of the alternative way is by analyzing advertisement.Images of women in television, which is seen
through the Zinc shampoo ads, and Nivea Intensive Body Lotion ads illustrates that women are still seen as
objects (objects) whoare not a creature, and still be a victim of political economy. Therefore, it is time for us (not
just women), to develop a critical paradigm that there is a new awareness in seeing the advertisement.
Television, it clearly serves as a producer ideology, which participate cram norms beauty of the body, either
through shape / hair color, skin (good /not good, and healthy or unhealthy). Long black hair and heavy, smooth
skin and slim body as a whole, would "aspire" by women who standardized by advertising, so is the body that
ultimately can used for the benefit of capitalismandcommerciality.In conclusion, it is clear that analyzing
advertisement can bean Alternative Way to Teach Semiotics. How some advertisement can be analyzed through
Barthes Semiotics. It is an alternative way in teaching Semiotics interactively.

References
Afriani, Susi Herti. 2013. An Introduction to Linguistics. Ombak: Yogyakarta.
Amiruddin, Mariana. 2006. Membangunresistensi, membongkarstreotipe.
http://www.duniaesai.com/gender/gender7.htm.Dikutiptgl 1 Desember 2006.
Budiman, Kriss. 2000. Feminislaki-lakidanwacana gender. Magelang: YayasanIndonesiatera.
Barthes, Roland. 1973. Elements of Semiology. DiterjemahkanolehAnnete Lavers and Colin Smith, Hill dan
Wang: New York.
………………………Mythologies.DiterjemahkanolehAnnete Lavers. Paladin: Frogmore.
Hoed, Benny. 2004. “BahasadanSastradalamTinjauanSemiotikdanHermeneutik”, dalamSemiotikaBudaya.
Depok: PusatPenelitianKemasyarakatandanBudaya UI.
Nöth, Winfried. 1990. Handbook of Semiotics. Bloomington: University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 217
 DEVELOPING ENGLISH TEACHING MATERIALS
FOR THE 4th GRADE STUDENTS OF SDIT AL-KAUTSAR SUKOHARJO

Ahmad Dadang Pramusinta

SMA N 2 Sukoharjo

Abstract: This study was intended for developing English teaching materials for 4th grade students of SDIT Al-
Kautsar Sukoharjo and to describe whether the materials were suitable or not for them. This Classroom Action
Research constituted a process of analysis, design, try-out, feedback, evaluation, and development. The
instruments used were needs survey, classroom observation, questionnaires, achievement tests and interview.
The result showed that most of them have improved their leaning results, as the average of marks are above
minimum requirement score, i.e 77. Moreover, there were 28 students (93,3%) gave opinions that the English
teaching materials brought inspiration, increased motivation, made higher efforts, generated cooperation, and
gave more dynamic situation when learning took place whereas 2 students (6,7%) thought that they had not yet.
This proved that the teaching materials were suitable for them and were an alternative to the lack of availability
of teaching materials for 4th grade levels.

Keywords: needs, design, material, try-out, feedback, development, suitable

Background of the Study

Previously, English for elementary school learners is a local content. It is served for local needs.
Nowadays, it is widely used as a tool of communication for information technology such as internet, E-learning,
e-mail, and social media. The new era has changed the needs of English from local to global ones. This means
learners need English for multi purposes i.e. not only for better education but also a means of global
communication. When these are taken into teaching practice, a teacher then designs and develops teaching
materials to meet students’ needs (Hutchinson and Waters, 1987: 21). By doing careful survey of needs, he is
able to figure out what topic should be taught first before others. Moreover, needs analysis leads him to
determine aims of teaching which will be starters to design teaching materials. After the model is finished, he
tries them out to know whether the teaching materials are suitable or not. Feedbacks from try out are then
analyzed to decrease the deficiency of teaching materials. Finally he develops materials in order to be suitable
for the learners’ needs.
However, many elementary schools provide an English teaching program for their students without
promoting their own teaching materials. Those elementary schools then recommend their English teachers to use
commercial books. However these books have not occupied the role of teacher-prepared materials. This is due to
the fact that they are made for a wider audience, not for a certain local audience e.g. Islamic-integrated
elementary school (SD IT Al-Kautsar Kartasura). They still need adjustment and development of topics and
activities of teaching materials relevant with learner’s needs. This deficiency requires teachers’ work to adjust
them to be applicable. Unfortunately they do not have enough time and capability to work on that. Therefore, the
lack of suitable teaching materials appears to come. Considering these facts, the writer is going to contribute to
the lack of suitable teaching materials for 4th grade students where English as a local content should start at the
elementary school level. The aims of the research then are to: 1) develop English teaching materials for 4th grade
students of SD IT Al-Kautsar Sukoharjo and 2) find out whether or not the teaching materials are suitable for 4th
grade students of SD IT Al-Kautsar Sukoharjo.

Research Method
This research was designed to have a Classroom Action Research adapted from McNiff (1992: 23)
which had four stages, i.e. 1) planning by gathering needs and designing materials; 2) acting by trying out and
doing assessment test; 3) observing by gathering feedback from opinions and comments; and 4) reflecting by
revising and developing the materials. This was in line with Gustavson (1981) and Yalden (1983) that this
developmental study consisted of several procedures: field analysis, design, prototype, implementation,
formative and summative evaluation, feedback, revision and recycle.
The data collection of stage 1 was done through questionnaires and documentations. The subject of the
research was thirty students from 4th grade classes of SD IT Al-Kautsar Sukoharjo in 2014. For stage 2, to try out
the materials, it was used action research done in two cycles from January to July 2014 involving the 4th grade
students of SDIT Al Kautsar Kartasura at semester 1 of 2014. The material test result measured how well the
teaching materials were learned by the students. In stage 3, learners’ comments, and colleagues’ opinion were

218 st
The 61 TEFLIN International Conference, UNS Solo 2014
obtained through interview. Expert judgements and interactive analysis were the way to collect data for revising
and developing teaching materials in the last stage.
The material design of English as a local content subject at elementary schools was based on learning
phases: Engage Activate, Elaborate, and Accelerate (EAEA). The organization of materials covered vocabulary
and structures, language expression and functions integrated in four language skills, i.e. listening, speaking,
reading and writing. The materials accommodated topics close to students’ world to build character like
introducing self, getting to know others, school, class, friends, family and things reated to house. They were put
intergratedly with the language skills like listening, speaking, reading and writing.
The overall procedure of the research was figured out as below:

Survey of needs Needs analysis Seeking source Objective

Design Instructional objectives Gradation Selection

Try out Students’ Feedback Colleague’s Feedback Revision

Presentation of Key Findings

Cycle 1 Cycle 2
Phase Result Result
Plan: The topic were about students, class, Graded contents of introducing self, things
Needs school, friends, families, and houses with related to class, parts of school, getting to know
survey and related vocabularies, a new friend, members of family, and parts and
Designing The structure was a) present tense of ‘be’ things of house. Chosen tasks such as
materials with personal pronoun; b) present tense of information gap activities, problem solving,
‘be’ with demonstrative pronoun ‘here and songs, and role play activities
there”, c) present tense of ‘be’ with a) present tense of ‘be’ with personal pronoun;
adjectives, d) and present continuous b) present tense of ‘be’ with demonstrative
tense. pronoun ‘here and there”, c) present tense of
The functions were a) greeting people, b) ‘be’ with adjectives, d) and present continuous
introducing self to others, and c) tense.
expressing opinions about things. The functions were a) greeting people, b)
introducing self to others, and c) expressing
opinions about things. They were studied to
support the mastery of reading, listening,
speaking, and writing.
Action: No review of all units; No Vocabulary list; With review of all units, vocabulary list; and
Try out complicated instruction; One page more simple instruction; one page were for two
and test than two activities; and No guidance for activities; and simple guidance for teachers. the
teachers assessment test was above average minimum
score i.e. 75
Observation: There was not any work book; No With summary units, same format, simple
Students’ summary units; Exclude vocabulary units; instruction, simple activities and short reading
feedback and Need same format for all units; Difficult text with related pictures.
colleague’s activities that contain complicated
opinion instruction; students needs text designed
with related pictures;
Reflection: The previous materials were developed The result of this project became the model of
Revision of based on feedbacks and evaluation form teacher-prepared materials for 4th grade class. It
the materials was suitable based on the results of test,
comments, and opinion.

st
The 61 TEFLIN International Conference, UNS Solo 2014 219
 Based on the analysis of students’ needs, the teaching materials were designed to match the students’
needs, i.e to succeed passing the final examination and to learn using English for wider communication.
Therefore the aim of was to enable students understand and use simple spoken and written English sentences in a
variety of familiar situation related to topics of students, class, school, friends, families, and houses with
appropriate vocabularies, structures, and functions.
The contents of teaching materials were organized through out the teaching program by the subject
matters. They were sequenced from easy to difficult. They were as follows: introducing self, things related to
class, parts of school, getting to know a new friend, members of family, and parts and things of house. The
gradation followed an order of situation, i.e: students go to school after term break holiday; everything is new in
the class. They want to know more about parts of school; they get acquainted with a new friend. Then they go to
a new friends’ house and meet his family.
The structures students mastered at the end of the language program were 1) present tense of ‘be’ with
personal pronoun; 2) present tense of ‘be’ with demonstrative pronoun ‘here and there”, 3) present tense of ‘be’
with adjectives, and 4) present continuous tense.
The language functions they knew at the end of the period were 1) greeting people, 2) introducing self
to others, and 3) expressing opinions about things.
The teaching activities were divided into four phases. The first phase (Engage), central concepts were
presented through pictures, maps, and models. The appropriate vocabulary, structure and function were
introduced. This phase created an opportunity of exposing the key language and responding to it, but not
necessarily producing it. It created feeling of confidence and success with a limited amount of relevant language.
It motivated and supported the students to the next phase.
In the second phase (Activate), the students completed written tasks about the topic, i.e. answering true/
false questions about the reading text, or classifying things based on the information available in it. It focused on
the non- linguistic content from the topic.
In the third phase (Elaborate), they were exposed to activities for practicing the language structure and
for practicing the language function. They were also exposed for a series of instructions and comments from the
teacher in English as well as having carried out the task and recorded results.
In the fourth phase (Accelerate), the students produced their own spoken and written text based on the
language and content they had acquired in previous one. The teacher used confidence and experience gained by
students to produce the language points focused in this phase.
The teaching materials were divided into 6 units. Each unit consisted of eight major components. They
were as follows: Title, preparation input, content, language, activity, taks, and summary.
In developing the teaching materials, the researcher used feedback from the try out and test, the
learners’ comment, colleagues’ opinion, and teaching materials evaluation form. Here is the sum-up of teaching
materials feedback from the observation, comments, opinion, and form.

Assessment test
Ss 1 Ss 2 Ss 3 Ss 4 Ss 5 Ss 6 Ss 7 Ss 8 Ss 9 Ss 10 Ss 11
Ss 12 Ss 13 Ss 14 Ss 15 Ss 16 Ss 17 Ss 18 Ss 19 Ss 20 Ss 21 Ss 22
Ss 23 Ss 24 Ss 25 Ss 26 Ss 27 Ss 28 Ss 29 Ss 30 Ave

Cycle 2 69 77 80 73 82 78 85 74 91 87 79 78 67 74 74 75 73 70 83 76 70 69 86 76 83 80 80 76 77 71 77

Cycle 1 67 65 69 72 76 77 70 70 80 90 83 72 67 76 74 72 72 72 80 74 71 64 83 75 84 79 83 79 76 72 75

220 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The result of the assessment test showed that in the first cycle of the research, the average of marks was
75. It meant on the minimum requirement. In the next cycle, it increased to 77 scores. This proved that the
materials were suitable and matched to their needs.
The data about whether the teaching materials were suitable or not were obtained through a
questionnaire consisted of eight valid questions with alternative answers yes or no options. It was given for 30
students of the fourth grade of class in SDIT Al Kautsar. Based on the data analysis using SPSS version of 12.0
for Windows program, it was obtained that the low score was 0 (0 x 8) and the high score was 8 (1 x 8). The
score range was 8. the class number was 6. The mean was 6.53; median was 7.00; and modus was 7.
Based on the table above it could be known that there were 28 students (93,3%) gave opinions that the
developed teaching materials were suitable whereas 2 students (6,7%) thought that it had not yet. Therefore it
can be inferred that in general the students feel the teaching materials are suitable as they present of inspiration,
increase of motivation, higher efforts, appearance of cooperation, and more dynamic situation when learning
takes place.

Significance of the Study with Theory, Research, Policy, and Practice

Developing teaching materials are recommended to all teachers who want to get maximum achievement
benefits of learning (Dubin and Olhstain, 1997). This development should refer to on going curriculum, 2)
relevant theories, 3) mental and psychological aspects of children, 4) the learners’ needs, 5) related references,
and teacher’s experiences as English is a local content with two lesson hours starting from grade IV of
elementary schools. (BNSP, 2006). Previous models have been done by Pramusinta (2001), (Faridi, A. 2008),
and (Hamra and Syatriana, 2010) as the commercial books used by the teachers do not have any relation with the
central Java English curriculum. This is proved by the books published outside of Central Java (even abroad)
which do not accommodate the needs of teaching English at elementary schools in Central Java. Futhermore,
many efforts had been carried out by the Indonesian government to improve the capability to design English
teacher-prepared materials. However, the result was low. Therefore, it still becomes attention from the
government to develop as many as possible due to the lackness of teaching materials for 4th grade class.
For this, within this research, the design model of material is based on students’ needs, by which, the
teachers can use it for their teaching, later and fulfil the availability of suitable teaching materials for 4th grade
students. This can also become a model to develop further by other researchers as the the study scope is narrow
and results are not massive.

Bibliography
Abdurrachman Faridi, 2008. Pengembangan Model Materi Ajar Muatan Lokal Bahasa Inggris di Sekolah Dasar
Jawa Tengah yang Berwawasan Sosiokultural. Disertasi. Program Pascasarjana Universitas Negeri
Semarang: Semarang
BSNP 2006. Standar Isi. Jakarta: Badan Standar Nasional Pendidikan.
Dubin, F. and Olhstain, E. 1997. Course Design: Developing Programs and Materials for Language Learning.
Cambridge: Cambridge University Press.
Hutchinson, T. & Waters, A. 1987. English for Specific Purposes: A Learning-Centred Approach. Cambridge:
Cambridge University Press.
Hamra, A. & Syatriana, E. 2010. Developing a Model of Teaching Reading Comprehension for EFL Student.
TEFLIN Journal. Volume 21, Number 1. Page 27-40.
McNiff, Jean. 1992. Action Research: Principles and Practice. London: Routledge.
Pramusinta, A.D. 2001. Developing English Teaching Materials for Students of SDIT Lukman Al-Hakim.
Unpublished thesis. UNY: Yogyakarta.
Yalden, J. 1983. The Comunicative Syllabus Evolution: Design and Implementation. New York: Pergamon
Institute of English New York.

Biodata
The presenter and researcher is Ahmad Dadang Pramusinta. He is currently teaching in SMU 2 Sukoharjo and
LIA Solo. He graduated from the English Department at Universitas Negeri Yogyakarta; He obtained his master
degree from Sebelas Maret University, Solo in 2010. He was a presenter at LIA Colloquium 2012 and LPP UNS
Solo seminar on education innovation in 2012.

st
The 61 TEFLIN International Conference, UNS Solo 2014 221
 A PROPOSED ENGLISH SYLLABUS AND INSTRUCTIONAL MATERIALS
FOR THE SEVENTH GRADE STUDENTS OF
SMP NEGERI 2 TARAKAN

Aries Utomo
(aries.utomo91@gmail.com)

Winarno
(winarnoub@gmail.com)

Borneo University Tarakan

Jl. Amal Lama no.01, Tarakan- North Borneo

Abstract: The objective of this research was to develop English syllabus and instructional materials for the
seventh grade students of SMP Negeri 2 Tarakan. The design of this research was Research and Development
(R&D). The stages of development included research and information collection, product development, expert
validation, revision and evaluation, try-out the product, revision and evaluation, and final product. The final
result of this research was a set of English syllabus and instructional materials for the seventh grade students in
junior high school. The product was related to four skills that have to be mastered by each student in learning
English, namely (1) listening skill is designed in the form of audio visual and discussion/conversation, (2)
speaking skill is designed in the form of conversation, presentation, role play, and ask-answer, (3) reading skill is
designed in the form of reading aloud with good pronunciation, stress, and intonation, and (4) writing skill is
designed in the form of writing essay, concluding, composing sentence, and multiple choice. The product is
appropriate to be used as teaching materials for the seventh grade students of SMP Negeri 2 Tarakan.

Key words: Instructional Materials, SMP Negeri 2 Tarakan, Syllabus.

Introduction
Based on the curriculum of SMP Negeri 2 Tarakan, English language teaching is taught in the seventh
grade to the ninth grade. In the seventh grade, the subject is taught to three meetings per week. English teachers
of the school teach the language based on their syllabus and instructional materials. In fact, there is an
inconsistent implementation between the existing syllabus and instructional materials in teaching-learning
process.
Based on the preliminary study which was conducted on November 2012 at SMP Negeri 2 Tarakan,
there were some information related to the inconsistent implementation of the existing syllabus and instructional
materials toward the teaching-learning process in the seventh grade. The information was collected through
interview with the English teacher in the seventh grade and analysis on document on November 05, 2012. The
results of the interview and document analysis were: (1) the teacher had instructional materials, but the used
instructional materials were from some publishers, (2) some of the instructional materials were not relevant to
students’ needs and characteristics, and the instructional materials were out of the learning objectives on the
existing syllabus, (3) the teacher had syllabus, but the syllabus was downloaded from the internet, (4) students’
scores were evenly under target that was planned in the criteria of success by the teachers. The scores were
summed up from students’ daily test, middle test, and final test, and (5) the teacher expected that there would be
a product like instructional materials of English that refers to English contextual covering about Tarakan.
Besides that, to obtain more complete information, on the next day, November 06, 2012, the researcher
also conducted an observation to some students in the seventh grade of SMP Negeri 2 Tarakan to gain students’
view against their learning process and materials of English, the results of the observation were: (1) they had not
mastered English materials completely and had a limited time for studying English, (2) they could not obtain
what they need in learning English, (3) classroom’s atmosphere was not conducive, and (4) some of them had
low motivation in learning English because the materials were not interesting and seemed difficult to
comprehend.
Tomlinson (1998, p. 2) stated materials could obviously be cassettes, videos, CD-Roms, dictionaries,
grammars books, readers, workbooks or photocopied exercises. In other words, they can be anything which is
deliberately used to increase the learners’ knowledge and or experience of the language, and have function to
carry out the goal of the teaching-learning process in order to be more interesting and varied. Besides that, other
supporting teaching-learning process is syllabus. Syllabus refers to a teaching planning in one or two semester.
According to Rabbini and Gakuen (2002), a syllabus is an expression of opinion on the nature of language and

222 st
The 61 TEFLIN International Conference, UNS Solo 2014
learning; it acts as a guide for both teacher and learner by providing some goals to be attained. In fact, many
teachers could not develop syllabus by themselves, because they just depended on the existing syllabus without
adjustment in teaching.

Research Method
Borg and Gall (1983, p. 772) stated that educational research and development is a process used to
develop and validate educational product. The purpose of this research was to produce a proposed English
syllabus and instructional materials for the seventh grade students of SMP Negeri 2 Tarakan.
The researcher employed Borg and Gall’s model. The model was adapted and modified based on the
researcher’s need. The model was chosen for two reasons: (1) The model offered gradual stages which were
simple to follow, and (2) The model used need analysis to gain information from students.
Stages in designing the product were: (1) research and information collection, (2) product development,
(3) expert validation, (4) revision and evaluation, (5) try-out the product, (6) revision and evaluation, and (7)
final product.
The respondents of this research were seventh grade students of SMP Negeri 2 Tarakan. The number of
the respondents was 178 students from 341 students. They were given questionnaires about learning materials of
English in the seventh grade, and the number of the students following try-out the product was 35 students of
class VII-3.
The instruments of collecting data used in this research were (1) questionnaire. It consists of 26 items
and provides the respondents with a set of response items about the characteristics, needs, attitudes, interests,
materials, motivations, and expectations. The questionnaire covers all the components of syllabus and
instructional materials, (2) interview. The contents of the interview are intended to dig up the respondents’
feedbacks about existing syllabus, the aims of English instruction, English language skills to be developed,
methodologies and activities to be implemented, instructional material to be used, evaluation or assessment to be
applied, including the obstacles encountered in the English instruction, and teacher’s suggestions to make the
teaching and learning process more effective in junior high school, and (3) document analysis. It aims to find out
the availability of existing syllabus and instructional materials, teacher’s and students’ evaluation.

Findings and Discussion

Findings. It was started with the results of questionnaires which were distributed to the respondents, the
interview with the English teacher, and document analysis of the seventh grade students of SMP Negeri 2
Tarakan. To make the results easily to read and discuss, the data were described in a descriptive and statistical
analysis format. Descriptive statistics was for questionnaires, and descriptive analysis was for the interviews and
the document analysis.
In developing the product, there were three stages done, namely (1) planning the purpose, (2)
considering the product development design, and (3) selecting pedagogical aspects. Afterwards, the product was
validated by two experts. The first expert was requested to evaluate the language use in the product on June 04,
2013, and the second expert was requested to evaluate the appropriateness of the content and structure in the
product on June 06, 2013. After being validated, the product was tried-out on June 14 - 15, 2013, at seventh
grade of SMP Negeri 2 Tarakan. The English teacher chose class VII-3 which consisted of 35 students.
At the end of the whole meetings, the English teacher concluded that the proposed English syllabus was
sufficiently clear. The objective was feasible to be obtained in the time allocation. The learning experience was
considered good to explore students’ involvement and interaction in the learning process. Dealing with the
English instructional materials, the English teacher concluded that the sequences of the English instructional
materials were suitable to be used in learning process, the content of the English instructional materials was easy
to be understood, up to date, and fun to be implemented in the classroom. Besides that, the English instructional
materials introduced more information about Tarakan’s history, environment, and culture. Based on the field
notes and discussions with the students about the product, they had motivation to learn English further and were
interested in using the instructional materials more, because the materials of the English instructional materials
were understandable, unique, and complete. Moreover, they could know more information about Tarakan.
Discussion. The discussion was intended to link of the need analysis as the basis for the production of
pedagogical syllabus and instructional materials. The developed pedagogical English syllabus and instructional
materials consisted of the description of the course, the objectives, the course activities, the assessments, and the
proposed source of materials.

1. The Description of the Course

The researcher developed the product of English skills and strategies to be used in comprehending
English materials derived from some relevant resources such as textbooks and websites. The researcher hoped
that the product could be used effectively based on the students’ needs and characteristics.

st
The 61 TEFLIN International Conference, UNS Solo 2014 223
2. The Objectives
The researcher considered the objectives of the product based on the students’ needs and characteristics
as well as consulted with the English teacher in the seventh grade of SMP Negeri 2 Tarakan and two experts. It
was aimed to make a good organization of the teaching activities and consider students’ goal in learning by using
the product.

3. The Course Activities

The most common instructional tasks in English course are individual task, role play, group work, and
presentation. Sometimes, the tasks make students feel bored to study, because the tasks are not based on the
students’ want.
In developing the product, the researcher thought that the course activities had to be changed. It aimed
to make students’ activities more various. The researcher conducted need analysis and interview to gain the
information about course activities. The data of need analysis were from the questionnaire and interview. Then,
it was found that the results from two instruments that students mostly chose some English tasks, such as
completing sentence; make a match, answering question, true or false, multiple choices, essay, discussion, and
puzzle.

4. The Course Evaluation or Assessment

Arifin (2010, p. 78) writes that assessment is the process of measuring the students’ achievement. The
objectives of evaluation or assessment were to seek a feedback, to aid learning, and to know a comparable
measure of competence.
In developing the product, the researcher considered that the most proposed form of evaluation or
assessment can be multiple choice, discussion, essay, presentation, and group work. These forms were used
based on the result of questionnaire and interview.

5. The Proposed English Instructional Materials

The instructional material is one of the important components in teaching. Richards (2001, p. 251)
stated that instructional materials generally serve as the basis for much of the language input learners and the
language practice that occurs in the classroom.
In developing the product, the researcher developed English instructional materials based on the English
proposed syllabus. The researcher developed the English instructional materials in the form of listening, reading,
speaking, writing and exercise as well as practical guide to study skills. It was intended to fulfil the objective of
the course. The researcher created the instructional materials in seven topics divided into two semesters. The first
semester consists of (1) Ourselves, (2) My School, (3) Daily Activities, and (4) Family. Whereas,the second
semester consists of (1) Holiday, (2) Favourite Artist, and (3) Hobby.
Materials for the English instructional materials were adapted and created from some references, such
as websites, textbooks, and some references about Tarakan city. Besides that, the instructional materials were
equipped by listening script, audio visual, answer key, vocabulary list for helping the students and the English
teacher in using it optimally. Meanwhile, pictures for the English instructional materials were chosen variously
from researcher’s document and websites. It aimed to make students more interested in learning English. In
short, the students learned English with different situation based on their school’s situation and information
about Tarakan.

Conclusions and Suggestions

Conclusions. After having finished whole processes and procedures of designing English syllabus and
instructional materials, the proposed English syllabus and instructional materials for seventh grade students of
SMP Negeri 2 Tarakan had successfully been produced with the specifications and notes of the strength as
follows:
First, the researcher developed English syllabus and instructional materials into a set of English syllabus
and instructional materials for seventh grade students of SMP Negeri 2 Tarakan. The product was developed
based on the need analysis which was in the form of questionnaire, interview with the English teacher, and
document analysis in the seventh grade of SMP Negeri 2 Tarakan. Then, the product was validated by two
experts. Based on the comment form the experts, it shows that the product was appropriate theoretically and
practically for students in the seventh grade of SMP Negeri 2 Tarakan.
Second, the important things on the propose of teaching and learning English in the seventh grade are
course identity, instructional objectives, topics, teaching and learning activities, learning experience, assessment,
time allocation, teaching media, and sources.

224 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Third, there are seven topics included in the product for each semester. The first semester consists of (1)
Ourselves, (2) My School, (3) Daily Activities, and (4) Family. Meanwhile, the second semester consists of (1)
Holiday, (2) Favourite Artist, and (3) Hobby.
Last, the assessments used in a set of English syllabus and instructional materials for seventh grade
students of SMP Negeri 2 Tarakan were developed in the form of multiple choice, discussion, essay,
presentation, and group work as well as several learning activities such as, completing sentence, make a match,
answering question, true or false, and puzzle.
Suggestions. In developing the English syllabus and instructional materials, English teachers have to be
more creative. It can be done by conducting need analysis and collaborating with other English teacher to gain
clear description of the subject that are being discussed, so English teachers can predict the language points to
match and to support the understanding of materials in the product. The more improvement or revision will make
the better product.

Bibliography
Arifin. (2010). A Proposed English Syllabus for Students of Management Department at Borneo University of
Tarakan East Kalimantan. (Unpublished Thesis). State University of Malang, Malang.
Borg, Walter R. and Meredith Damien G. (1983). Educational Research; An Introduction. Fourth Edition. New
York: Longman.
Rabbini, Robert & Bunan Gakuen. (2002). An Introduction to Syllabus Design and Evaluation. The Internet
TESL Journal, Vol. VIII, No. 5. Retrieved from http://iteslj.org/Articles/Rabbini-Syllabus.html
Richards, J.C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.
Tomlinson, Brian. (1998). Materials Development in Language Teaching. New York: Cambridge University
Press.

Biodata

Aries Utomo. He comes from Tarakan, North Borneo, Indonesia. He graduated from English Department of
Borneo University Tarakan in 2013. Now, he is a master candidate in English Education at Sebelas Maret
University, Central Java, Indonesia. His research interest is in Research and Development in English Language
Teaching.

Winarno. He is a lecturer and serves as the secretary of English Department in Borneo University Tarakan,
North Borneo, Indonesia. His academic position is as expert assistant. His research interest is in Media and
Methodology in Language Teaching.

st
The 61 TEFLIN International Conference, UNS Solo 2014 225
 AN UPDATED FRAMEWORK OF ESP PROGRAM EVALUATION

Arnis Silvia
Faculty of Da’wa and Communication Science
UIN Syarif Hidayatullah Jakarta
arnis@uinjkt.ac.id

Abstract: though considered as important, ESP program evaluation remains the “roads less taken” stage
compared to need analysis. Whereas, program evaluation is needed to measure the effectiveness of the current
program as well as to plan a revised program which better fulfill related stakeholders’ need. This paper describes
a newly updated ESP program evaluation framework by Tsou and Chen (2014) which covers comprehensive
elements involved in the ESP program. This framework combines the established Hutchinson and Waters’
(1987) model and the Watanabe, Norris, and Gonzalez-Lloret’s (2009) model. These two models were widely
accepted by ESP scholars in conducting ESP program evaluation. Additionally, this framework adds
authenticity, learner autonomy and learning transfer. This newly updated framework will contribute significantly
to ESP program coordinators/ experts/ teachers to measure whether their goals of ESP program have been met
and to ensure their program’s continuous improvement.

Keywords: program evaluation, ESP, Tsou

ESP Program Evaluation: What For?

A big number of references has been discussing about various approaches in ESP needs analysis such as
Hutchinson & Waters (1987), Benesch (1996), Purpura & King (2004), Long (2005), Belcher (2006), Kawpet
(2008). This emphasizes that needs analysis is the prominent phase to be conducted in succeeding as ESP
program. It aims at facilitating the needs of interested parties involving in the program, such as: sponsors,
learners, teachers, and curriculum developers. In line with this, ESP pedagogy places heavy demands on its
practitioners to collect empirical needs-assessment data, to create or adapt materials to meet specific needs
identified, and to cope with often unfamiliar subject matter and even language use....”. Belcher (2004: p.
166). Though these needs analysis studies involves a comprehensive exploration on the needs of interested
parties, the framework used was still output-oriented where formative assessment became the significant
determinant.
As the language program evaluation focuses more on the formative assessment, McKay (1991) and
Richards (1997) initiate approach of evaluation by involving participants as active contributors. Later,
Lynch (2003) includes the importance of values and ethical concerns in program evaluation approaches,
with an emphasis on expanding the range of program stakeholders in the evaluation process. She
distinguishes three levels of potential stakeholders, ranging from day-to-day participants, to those who
might have a limited interest in long-term program outcomes. Kiely and Rea-Dickins (2005) acknowledge
that different stakeholder constituencies may prioritize evaluation criteria in conflicting orders of
importance, and may value various possible outcomes differently.
Ross (2009: p. 764) later articulates the relationship among these needs into the following scheme.
It implies that there should be a move beyond the formative assessment to meet these various needs and
demands of related stakeholders.

Figure 1. Logic model with social and economic factors (Ross, 2009: p. 764)

226 st
The 61 TEFLIN International Conference, UNS Solo 2014
 These various needs imply in the specific language use in ESP as Douglas (2013:377) discusses
about the language assessment of ESP which is based on the analysis of a target language use situation and
reflective communicative needs of specific groups of learners.
However, while recent studies emphasize the importance of need analysis and language use in
ESP, a view on the program evaluation of ESP has not yet been carried out intensively. Meanwhile, needs
analysis should be reexamined by program evaluation as an audit phase to examine the success and the
failure of the program. Thus, this paper examines the development of ESP program evaluation framework,
from the most dated one to the most recent one.

The Development of ESP Program Evaluation Framework

Though there are numerous references on the ESP program evaluation framework, the author selects
three frameworks as the focus in a way that these three frameworks have been widely used in ESP program
evaluation.
a) Hutchinson & Water’s (1987) Framework
Hutchinson & Water mention two levels of evaluation, namely course evaluation and learner assessment
(1987: p.144). Course evaluation underpins the importance of collected data in order to understand how the
learning need is addressed. While the learner assessment suggests some tests conducted for the learners, for
example placement test, development test, proficiency test, et cetera. Further, they classify the evaluation into
four main aspects of evaluation based on Alderson & Waters (1983) criteria:
1. What should be evaluated?
2. How can ESP courses be evaluated?
3. Who should be involved in the evaluation?
4. When (and how often) should evaluation take place?
In short, this table shows the model of ESP course evaluation by Hutchinson and Waters (1987: p. 152-155).

Table 1. Framework of ESP Evaluation by Hutchinson and Waters

Aspects of Evaluation Explanation/ questions
1. What should be evaluated? The overall aim of the ESP course in meeting two main
needs of learners:
a) Their needs as language learners
b) Their needs as language users
2. How can ESP courses be evaluated? Evaluation can be done in some ways such as:
a) Test results
b) Questionnaires
c) Discussion
d) Interviews
e) Informal means (unsolicited comments, casual
chats etc.)
3. Who should be involved in the evaluation? ESP teaching institution
ESP teachers
Learners
sponsors
4. When (and how often) should evaluation In the first week of the course
take place? At regular intervals throughout the course, for example
every half term.
At the end of the course.
After the course.

b) Kawpet (2008) Framework

Kawpet (2008) in his need assessment on an ESP program in Thailand constructs a framework covering
a whole process of needs analysis to curriculum development, where program evaluation is also included. By
using six principles for analyzing learner needs, such as: 1) giving priority to communication needs, 2) giving
equal importance to learning needs, 3) taking ‘context’ into account, 4) inviting multiple perspectives, 5)
employing multiple data collection methods, and 6) treating need analysis as ongoing activity.
In his framework, stakeholders such as: employers, lecturers, former students, researcher and the current
students are investigated to express their needs of ESP. This is conducted by individual interviews. From this
needs assessment, the communication needs and learning needs are then formulated into the curriculum (syllabus
and materials). During the implementation of the formulated curriculum, English instructor, current students, and
an observer observe the process of teaching and learning periodically. Finally, in the evaluation stage, the

st
The 61 TEFLIN International Conference, UNS Solo 2014 227
communication and the learning needs (formulated in the initial stage) are reevaluated. This is conducted
through observation, collection of students’ work samples, focus group interviews, evaluation of instructional
materials. Observation is also conducted by an observer (non-instructor), current students, a researcher, and a
curriculum specialist.
The scheme of Kawpet’s framework is shown below.

Figure 2. Framework of ESP Program Evaluation (Kawpet, 2009:216)

c) Watanabe, Norris, and Gonzales-Lloret’s (2009) Framework

Watanabe et., al. in their Foreign Language (FL) program evaluation involves stakeholders’ need analysis
such as: policy makers, program designers, community members (the public and the parents), sponsors,
instructors, and students. This framework applies participatory model, professional accountability, and teacher
empowerment.

A newly modified framework for ESP program evaluation

Hutchinson and Waters (1987) framework provides an excellent starting point for the principals for ESP
evaluation where multiple parties (stakeholders) are involved in assessing the program. However, the constructed
framework was not detailed and the criteria of assessment were not articulated well enough. This may emerge
various interpretations of the researchers who apply the framework as well as various instruments used.
Similarly, Kawpet’s (2009) framework contributes to the multi-parties involvement in monitoring the
ESP program that leads to curriculum development. However, there were no suggested instruments for the future
researchers to follow. Next, though Watanabe contributes to the new insights on the positive aspects of
evaluation that is a shift of view from an externally mandated process to an internally motivated one, there are
some missed aspects in this evaluation framework. To name some, authenticity, learner autonomy, and learning
transfer.
This newly suggested framework is initiated by considering the stakeholders’ goals (as what in needs
analysis process). It adds the previous frameworks by providing clear scheme of ESP assessment. The first two
categories (course evaluation, learner assessment) are similar to Hutchinson and Water’s (1987) criteria, while
the third criteria (teacher participation and empowerment) is taken from Watanabe, Norris & Gonzalez-Lloret
(2009)’s framework. The scheme is presented below.

228 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Figure 3. The Updated Framework for ESP Program Evaluation

The scheme is explained a follow:

a. Stakeholder analysis is conducted as the preliminary need analysis stage where all the related stakeholders
of an ESP programs were asked about their needs of English. It may involve the students, the English
teachers, curriculum developers, senior management of the faculties, sponsors, workplaces, and such. This
kind of analysis can be conducted through survey (questionnaire) and interview. This evaluation is to
determine the value of the program and the effectiveness of the instruction and to identify adjustment to be
made in curriculum design and instruction.
b. Course evaluation deals with three basic questions: 1) have the learners’ needs are fulfilled?, 2) are the
materials are authentic?, 3) has the course fostered the learners’ autonomy. This is conducted by perception
survey and achievement survey (for students), and the teacher questionnaire.
c. Learner assessment covers similar aspects as Hutchinson and Water (1987) propose, namely: placement
test, proficiency test, achievement test, and learning transfer. The achievement assessment is evaluated its
authenticity in a way that authentic materials and actual target situations of tasks are met. Authentic tasks,
such as giving business presentation or making a short news video are some of examples of authentic
assessment. Meanwhile, learning transfer deals with the application of knowledge in the specific context
(such as in classroom context during the learning) and a wider context (at the workplace). To meet these
criteria, achievement survey, standardized test (such as: TOEFL or TOEIC), and teacher questionnaire are
used.
d. Teacher participations can be conducted in three perspectives: perceived organizational support, decision
making, and job satisfaction (Scherie, 2002). In this criterion, teachers are asked their awareness of the
organizational aims, organizational support, and organizational decision/ rules regarding their aims. This
criteria can be evaluated through teacher surveys and interviews.

st
The 61 TEFLIN International Conference, UNS Solo 2014 229
This framework applies some instruments in collecting program evaluation data, provided in the following table.
Table 2. Instruments in Tsou & Chen’s Framework (2014:44)
Evaluation categories Assessment items Tools
Course evaluation Learners needs Perception survey
Authenticity Achievement survey
Teacher questionnaire
Learner autonomy Achievement survey
Perception survey
Teacher questionnaire
Learner assessment Placement Achievement survey
Teacher questionnaire
Proficiency TOEIC
Achievement survey
Authentic assessment Achievement survey
Teacher questionnaire
Learner transfer Achievement survey
Teacher participation/ Participation/ empowerment Meeting minutes
empowerment
Teacher questionnaire
Teacher articles

This framework has been successfully trialed at an ESP program at a Taiwanese national university and
produced beneficial input for the ESP program either from the side of ESP teachers, students, and the other
stakeholders (Tsou & Chen, 2014).
There are also some strengths and weaknesses of this framework. These strength and weaknesses are
presented as follow.

Strength
x It adds the points of authenticity, learner
autonomy, and learning transfer which are
not being discussed in the previous
researches.
x It adds the teachers’ participation and
empowerment which is less discussed
previously
Weakness
x To take comprehensive data by using all
instruments, it takes much time and a lot of
resources.
x Data collection regarding the graduated
students are quite impractical as they are
hard to reach.

Conclusion
The new updated framework proposes a comprehensive approach to ESP program evaluation, which is
based on the earlier studies and emerging research topics on ESP. Besides emphasizing the courses and assessing
student performance, this new framework also facilitates authenticity, learner autonomy, learning transfer, and
teacher participation and performance. Applying multiple data sources, this framework aims to be
comprehensible.
Having presented three different frameworks for ESP program evaluation, the author suggests that the
updated framework is a good framework for a longitudinal study of ESP program evaluation. Reviewing that
there are some data collection methods to conduct, this framework necessitates quite long time to finish. Surely,
the future studies which about to use this framework need to plan everything ahead in time, as it may need 3-5
years for a complete phase.

References
Belcher, D.D. (2006). English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in
Worlds of Work, Study, and Everyday Life. TESOL Quarterly Vol.40, No.1, March 2006, pp. 133-156.
Belcher, D.D. (2004). Trends in Teaching English for Specific Purposes. Annual Review of Applied Linguistics
(2004) 24: pp. 165-186.
Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach.
TESOL Quarterly Vol. 30, No.4, Winter 1996, pp. 723-738.
Douglas, D. (2013). ESP and Assessment. In B. Paltridge & S. Starfield. The Handbook of English for Specific
Purposes. West Sussex, UK: Wiley-Blackwell, pp. 367-383.

230 st
The 61 TEFLIN International Conference, UNS Solo 2014
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning Centered Approach.
Cambridge, UK: Cambridge University Press.
Kawpet, C. (2009). A Framework for Investigating Learner Needs: Needs Analysis Extended to Curriculum
Development. Electronic Journal of Foreign Language Teaching, 2009, Vol.6, No.2, pp. 209-220.
Lynch, B. (2003). Language Assessment and Program Evaluation. Edinburg: Edinburg University Press.
Mackay, R. (1991). How Program Personnel can Help Maximize the Utility of Language Program Evaluations.
In A. Sarinee (ed.), Issues in Language Program Evaluation: Theory and Practice. Cambridge:
Cambridge University Press.
Richards, D. (1997). Program Evaluation in TESOL. Prospect 12, 1, 4-19.
Ross, S.J. (2009). Program Evaluation. In M.H. Long & C.J. Doughty (Eds.). The Handbook of Language
Teaching. West Sussex, UK: Wiley-Blackwell, pp. 756-778
Scherie, E,-L. (2002). Empowerment: Teacher Perceptions, Aspirations, and Efficacy. Journal of Instructional
Psychology, 29(3), pp. 139-146.
Tsou, W., & Chen, F. (2014). ESP Program Evaluation Framework: Description and Application to a Taiwanese
University ESP Program. English for Specific Purposes 33 (2014), pp. 39-53.
Watanabe, Y., Norris, J.M., & Gonzales_Lloret, M. (2009). Identifying and Responding to Evaluation Needs in
College Foreign Language Programs. In J.M. Norris, J. David, C. Siniscrope, & Y. Watanabe (Eds.).
Towards Useful Program Evaluation in College Foreign Language Education. Honolulu: University of
Hawaii Press, pp. 5-56.

Biodata
Silvia Arnis is currently an English lecturer at Faculty of Da’wa and Communication, UIN Syarif Hidayatullah
Jakarta. Her major in English Education supports her to design ESP materials for Journalism students in the
faculty she is currently working. She is also involved as a member of test developer team for ETIS (English Test
for Islamic Students) as the entrance test for prospective UIN/IAIN students. Her research interests include
culture in EFL materials, material design, ESP, and English for Young Learners. She is also a novice writer for
international journal articles (under review). She can be contacted by email at: arnis@uinjkt.ac.id

Appendix 1 Perception Survey

(Tsou, W. & Chen, F., 2014 : 45)
State your opinion towards these statements by using 1-5 scale. 1 (strongly disagree), 2 (disagree), 3 (not sure),
4 (agree), or 5 (strongly agree).
1. The course objectives match the themes of the syllabus.
2. The course content is well-prepared and can effectively train students’ critical thinking, presentation,
and Q&A skills.
3. In-class activities are well-designed and promote positive classroom atmosphere.
4. The teacher frequently collects relevant teaching resources.
5. The teacher creates a positive learning atmosphere to motivate English learning in class.
6. The teacher provides clear, concrete and systematic explanations on the course content.
7. The teacher interacts frequently with students.
8. The teacher manages the class time effectively.
9. The teacher frequently uses methods of discussion and Q&A.
10. The teacher gives appropriate assignments and assessments.
11. The course material is level-appropriate, valuing students’ affective learning.
12. The teacher uses teaching platform and integrates course materials appropriately.
13. Overall, my English listening skill has improved from taking the course this semester.
14. Overall, my English speaking skill has improved from taking the course this semester.
15. Overall, my English reading skill has improved from taking the course this semester.
16. Overall, my English writing skill has improved from taking the course this semester.

st
The 61 TEFLIN International Conference, UNS Solo 2014 231
 Appendix 2 Achievement Survey
(Tsou, W. & Chen, F., 2014 : 45)
State your opinion towards these statements by using 1-5 scale. 1 (strongly disagree), 2 (disagree), 3 (not sure),
4 (agree), or 5 (strongly agree).
1. ESP materials are authentic and helpful
2. ESP tasks are authentic and helpful
3. Learner autonomy is an important learning goal
4. Corpus instruction is helpful to independent learning
5. ESP should conduct placement test
6. ESP is helpful in TOEIC improvement
7. Improved reading
8. Improved vocabulary
9. Improved speaking
10. Improved presentation
11. Improved listening
12. ESP reading skills are helpful for future academic studies and workplace.
13. ESP speaking skills are helpful for future academic studies and workplace.
14. ESP reading skills on textbook reading.
15. ESP speaking skills in subject classrooms.

Appendix 3 Teacher Questionnaire on ESP program evaluation

(Tsou, W. & Chen, F., 2014 : 52)

The following questions help the TNU ESP office evaluate the effectiveness of the ESP program. Please take a
moment and write down your thoughts, opinions, and suggestions.
1. Do you think the teaching materials in our sophomore ESP classes are authentic? What students read in
ESP is not mainstream textbook materials but reproduced and adapted for ESP. Do you think these
adequately reflect what stu¬dents need to read in their academic studies and professions?
2. Do you think the learning tasks in ESP are authentic? Are they the type of tasks which students need to
perform in their academic classes and future jobs?
3. Are you aware that learner autonomy is one of the learning objectives in ESP? This objective exists
because, for most students, the sophomore ESP classes are their last formal training they will receive in
their education.
4. Do you think the introduction of corpus or other language learning tools have helped students become more
indepen¬dent to learn English on their own after the ESP class?
5. Do you think a placement test should take place so that students of ESP are divided into different classes
based on proficiency? Does the mixing of students with various levels of proficiency create a problem in
your instructions?
6. What assessment methods do you use in addition to written tests? Do you think your task-based tests are
authentic in that they are the type of tasks students will perform in their subject classes or future jobs?
7. Do you think the learning outcomes in ESP should reflect on improvement in TOEIC? Should there be a
correlation?
8. Have students transferred what they learned in ESP to their subject academic courses? Have you heard
comments from students regarding this? If yes, what skills (listening, speaking, reading, and writing) are
transferred?
9. Do you feel you play a participatory role in the program and the course development process? Do you feel
supported and your opinions heard? Do you feel a sense of accomplishments from teaching in the program?
Are you growing as a teacher?
10. It’s a fact that teachers are regularly evaluated by both program administration and students. Do you feel
empowered by the process, in that you gain valuable information to become a better teacher as a result? Or,
do you think teachers inadvertently are victimized because the supervisors and students often fail to
recognize the efforts made by teachers?

232 st
The 61 TEFLIN International Conference, UNS Solo 2014
 USING SERIES PICTURES TO DEVELOP THE STUDENTS’ IDEAS
IN ENGLISH NARRATIVE WRITING

Aschawir Ali, Uswatun Hasanah

STAIN Watampone, South Sulawesi, Indonesia
aschawirali@yahoo.co.id / uswah_intan@yahoo.com

Abstract: English writing is one of the compulsory subjects at university level particularly in English class. It
informs that good writing is bedrock for the students’ future success (A national Survey by the Pew Internet &
American Life Project, and the National Commission on Writing). Regardless of these statements, the presenter
has witnessed the fact that English writing is just viewed as an English teaching reference. Therefore, this paper
presentation will primarily focus on to find out the students’ ideas development and their interest in English
narrative writing through series pictures. To investigate these issues, writing test and questionnaire will be
disseminated to collect the data of English narrative writing text. The traits of the presentation are to show that
the use series pictures in students’ English narrative writing activities will get development and interest
significantly.

Keywords: English narrative writing, development and interest, and series pictures usage

In the educational context, the function of English is as a tool of communication to access information
globally, to build interpersonal relationships, to share information, and to appreciate the language esthetic in
English culture (Depdiknas, 2003). English writing is one of the active skills that can assess students’ formal
knowledge. Assessing this matter is not easy job and it relates what Cynthia Ozick et al., (1988) said as famous
creative writers that for the first time to be a writer they had trouble to put the first word on paper. However, they
did very often it to begin their imagination over to make simpler, trust, change, and then the last to spark our
creativity.
Related this matter, Mary Stephens (1995) stated that the picture for writing is a supplementary material
for developing students’ writing skills, a systematic building on writing skills (from sentence construction to
paragraph composition), a wide variety of writing task makes a new vocabulary and makes writing fun, and a
detailed content map of the writing skills. Donn Byrne (1990) stated that writing provides variety in classroom
activities, serving as a break from oral work (and is therefore a quieter and more relaxed time for both students
and teacher).
D. A Hill said that standard classroom is one of the possible ways to target language learning (Hill,
1990). D. A Hill said that the visuals have the advantages of being inexpensive, of being available in most
situations; of being personal, that is, they are selected by the teacher, which leads to an automatic sympathy
between teacher and materials, and consequently enthusiastic use; and of bringing images into the unnatural
world of the language classroom (Hill, 1990).
Here, learning in or out of the classroom is a complex process and it needs visual aids, especially
pictures, are a great help in stimulating the learning of a foreign language. Therefore, B. M. Bowen varies the
steps of the lesson:
1. The learners’ encouragement.
2. Providing the teacher talk less and do more by the students.
3. Classroom enrichment.
4. Spotlight issues, providing a new dimension and clarifying facts.
5. Build up the creative imagination.
6. Easier and more natural in a communicative approach
7. English skills integrated constructively.
8. Inspiring and imaginative variation at all levels of proficiency (Bowen, 1991).
Wright A., and Hallem S. also considers that pictures have a major role to play in the development of students'
skills. There are two reasons:
1. The meanings we derive from words are affected by the context they are in: pictures can represent
or contribute much to the creation of contexts in the classroom.
2. It is often helpful if the students can respond to a text non – verbally: pictures provide an
opportunity for non – verbal response (Wright & Hallem, 2001).
J. M. Dobson confirms on that pictures for use in conversation sessions may come from books, magazines,
newspapers, or they may be use the ones drawn by teacher or students (Dobson, 1992). It can also be some short
narration about the pictures where students can test themselves about writing skill they have been learning. V. F.

st
The 61 TEFLIN International Conference, UNS Solo 2014 233
Allen says that pictures which show human situations often interest students at the elementary level (Allen,
1983). Students always enjoy imagining something about location, happening before and after, and what next.
Based on these explanations above that the research purposes are to find out the using series pictures develop the
students’ idea and interest in English narrative writing.

The Contributing Aspects Using Series Pictures

The teachers are not enough to encourage the students to develop their ability in language learning,
particularly in narrative writing skill, but they have to have the good sense to relate the students’ potential and
the context in and out of the classroom. In this sense, the teachers must have a large range of resources as much
as possible to stimuli and enrich the students’ development idea. Pictures are not only an aspect of the method,
but through their forms, it will be represented the happened location, objects and people that they are an urgent
part of the whole experience we must help our students to manage with. Specifically, pictures contribute to:
1. Interest and motivation.
2. A sense of the context of the language.
3. A specific reference point or stimulus.

Different Types of Pictures

B. M. Bowen writes about different types of pictures. She gives us definitions of four types and
describes their sources, selection and display, classroom use:
1). Wall picture and wall charts
2) Sequence pictures
3) Flash cards
4) Drawings on the board
There are explanations about writing such as:
1. Writing skill
Writing is the best way to communicate each other. Using skills can give attraction and improvisation to
convey the messages to the readers. In this connection, there are some ways to improve the writing
skills such as:
• Draw up an outline, listing each item you need to discuss in your writing.
• Put items in order-from most to least of the important things in writing.
• Gather information to back up what you plan to say or to help illustrate your points.
• If the writing becomes appropriate and understandable, it will get input from others who are involved
in discussing.
• Write a brief summary of your entire writing - this will be your first paragraph.
• Expand on each item listed in step 1, to make up the body of writing.
• In your last paragraph, tell the recipient if he or she needs to take any action.
• Set your writing aside before proofreading it. This will allow you to look at it with a fresh eye.
2. Writing process
There are four steps of the writing process, namely pre-writing, writing, revising, and proofreading.
• Pre-writing.
• Writing
• Revising or editing.
• Proofreading

The Essence of Teaching Writing by Using Series Pictures.

This is related to the results of the study that is accompanied by the students and mutual giving or
feedback in learning. In teaching writing, there are four things that need to be considered by educators. Those
things are raised by Nunan (2003). The first, educators could understand the reasons that were raised by the
students. Second, educators should provide opportunities for students to write. The third principle is to give a
good bait to help and to give meaningful in learning for the students. Fourth principle is determining the value of
clarification that will be applied as the results of any writing of the learners.
Here, educators are obliged to provide information to the students about the elements of language use to
assess the result of students’ writing. Teaching writing has a great connection with various models of learning
that teachers use in teaching. There are several models of teaching writing that expressed by Nunan (2003)
namely the groups of writing, speaking and writing on the box, writing center, writing conference, and using of
words on the board.

234 st
The 61 TEFLIN International Conference, UNS Solo 2014
Research Method
In this research, the researcher applied quasi experimental design method. The design involves two
groups namely experimental group and control group. The experimental group used series pictures and control
group without series pictures (Gay, 2006).
In collecting the data, the researcher applied two kinds of instruments, they are writing test and
questionnaire.
In this research, the data were collected after giving instruments of collecting data to the respondents
(students). The classification of system score that the researcher uses are 80 to 100 (4) is classified as
“very good” or “A”; 70 to 79 (3) is classified as “good” or “B”; 50 to 69 (2) is classified as “average” or “C”;
30 to 49 (1) is classified as “poor” or “D”; 0 to 29 (0) is classified as “very poor” or “E”.

Finding and Discussion

This research focused on the students’ five components of writing, namely content, organization,
vocabulary, language use, and mechanics. In this case, this research focused on narrative paragraph (Salija,
2004).
The researcher found that the result of pre-test and post-test score of the components writing in
experimental group are:

Pre-test & Post-test in

Experimental Group
Pre-test Ex
(Organization)
Post-test Ex
147 103 (Organization)
Pre-test Ex (Mechanics
88 162
& Language use)
Post-test Ex (Mechanics
& Language use)

Figure 1: Pre-test and Post-test in Experimental Group (Highest and Low Score)

In addition, the researcher found that the result of pre-test and post-test score of the components writing
in the control group.

Pre-test & Post-test in

Control Group
Pre-test Co
(Organization)
99 Post-test Co
110
(Organization)
91 132 Pre-test Co (Content)

Post-test Co (Content)

Figure 2: Pre-test and Post-test in Control Group (Highest and Low Score)

Result of questionnaire of the experimental group was higher than questionnaire of the control group.

st
The 61 TEFLIN International Conference, UNS Solo 2014 235
 Questionnaire of
Experimental & Control
Group
Experimental
50.4
Group
78.5
Control Group

Figure 3: Result of Questionnaire of Experimental Group and Control Group

Conclusion and Suggestion

Based on the finding and discussion, the researcher puts forward conclusion that the use of series
pictures method develop the students’ idea in the narrative writing skill better than the use of the conventional
method. It was proved by the result of analysis test that showed the post-test of the experimental group is greater
than post-test of control group (Xpost-test = 71,27 > Xpre-test = 52.91). The use of series pictures as visual
material is interesting and applicable to the students. It was proved that most of the students are interested or got
(78.5) In addition, there are a number of implications and suggestions in light of the key findings of this
research, visuals are very important in gaining language knowledge; thus, the teachers and learners can use this
media in learning and teaching process. Then, pictures help to make the language useful in the classroom, more
realistic and alive, it helps maintain the student’s attention and makes the class more interesting. Visuals can be
used at any stage of a lesson; so, everybody can learn about it. Pictures are worth a thousand words and
automatically it provides practice for students with various ability levels in areas such speaking, reading and
writing. Pictures represent a very economical stimulus. Having provided the stimulus, students are frequently
happy to take initiative, discuss, and write about the image among themselves. The last is pictures are an easy
way of bringing the outside world into the classroom; therefore, it can enrich the teachers’ and learners’ text and
context about life dynamic and dimension for formal and non-formal situation and condition.

References
Allen V. F. (1983)Techniques in teaching Vocabulary (Teaching Techniques in English as a Second Language).
Oxford: Oxford University Press.
Bowen M. B. (1991) Look here! Visual aids in Language Teaching. London: Modern English Publishers.
Depdiknas. (2003). Kurikulum 2004: Standar Kompetensi. Mata Pelajaran Bahasa Inggris SMA dan MA.
Jakarta: Departemen Pendidikan Nasional.
Dobson M. J. (1992) Effective Techniques for English Conversation Groups. Washington: United States
Information Agency.
Gay L. R., et al., (2006). Educational Research Competencies for Analysis and Applications: Eight Edition.
Columbus Ohio. Pearson Merrill Prentice Hall.
Hill A David (1990). Visual impact: Creative Language Learning Through Pictures.London: Longman.
Nunan, D. (1992). Research Methods in Language Learning. New York: Cambridge University Press.
Nunan, D. (2003). Practical English Language Teaching. Singapore: Mc Graw Hill Companies, Inc.
Ozick, C. (1986). Macmilan English. New York: Macmilan Publishing Company.
Salija, K. (2004). The Effect of Using Formal Outlines in Writing Exposition. Malang: State University of
Malang.
Stephens, M. (1995). Picture for Writing Book. England. Longman.
What to Say at the Doctor. (2008). Jakarta: Elex Media Kompotindo, Kelompok Gramedia, Anggota IKAPI.
What to Say at the Hotel. (2008). Jakarta: Elex Media Kompotindo, Kelompok Gramedia, Anggota IKAPI.
What to Say in the Neighborhood. (2008). Jakarta: Elex Media Kompotindo, Kelompok Gramedia, Anggota
IKAPI.
Wright A., & Haleem S. (2001). Visuals for the Language Classroom. London and New York: Longman.

236 st
The 61 TEFLIN International Conference, UNS Solo 2014
 AN EVALUATION OF AN ESP TEXTBOOK FROM LECTURERS’ PERSPECTIVES:
THE CASE OF ENGLISH FOR ISLAMIC STUDIES BOOK

Burhanudin Syaifulloh
Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri
Jl. Sunan Ampel No. 07 Ngronggo-Kediri, Indonesia
hanspct@gmail.com

Abstract: There are spate studies on evaluating ready-made English books in EFL context. In contrast,
evaluating English for Specific Purposes (ESP) books particularly developed by an institution for its own
teaching purposes seems to be under-researched. This article describes a study of an ESP textbook evaluation
from lecturers’ perspectives. It reports a research in which 25 ESP lecturers at Sekolah Tinggi Agama Islam
Negeri (STAIN) Kediri were asked to evaluate English for Islamic Studies book used in English Application
Program at STAIN Kediri using a survey questionnaire adapted from Mukundan, Hajimohammadi, and
Nimehchisalem (2011) and Alamri (2008). Nine categories were proposed, namely suitability to learners,
teachability, physical and utilitarian attributes, tasks, reading, vocabulary, grammar, speaking and writing. The
result of descriptive statistics indicated that the lecturers were highly satisfied with the book only in three
categories (grammar, speaking and writing). The rest categories suffer from a number of weak points which
require awareness and consideration not only by the lecturers but also both the textbook developers and the
institution. The result of this study cannot be generalized to other ESP textbooks. However, it provides
information that evaluating self-designed textbook is essential for the improvements.

Keywords: Textbook Evaluation, ESP, English for Islamic Studies (EIS) book

It is commonly believed that textbooks play a pivotal role in a teaching and learning process. This is
because textbooks could be a conveyor of the curriculum, a source of language, a learning support, motivation
and stimulation, and a reference. (Sleeter & Grant, 1991; Dudley-Evans & St John, 1998). In addition,
Hutchinson (1987) stated that textbooks are not only media for everyday activity in the classroom used by
teachers and students but they are also an embodiment of aims, values and method of the certain teaching and
learning situation. Furthermore, Riazi (2003) claimed that textbooks could be positioned as the next important
factor after the teacher in the teaching and learning process in the second or foreign language classroom context.
Therefore, the use of textbooks in the teaching and learning process could assist teachers to focus on what they
should do in the classroom and not having their energy dispersed by preparation of teaching materials.
However, the availability of ready-made textbooks used whether at schools or universities could
provide drawbacks not only for teachers or lecturers but also for students. For example for teachers or lecturers,
they could be demotivated because they sometimes find that the materials provided in the ready-made textbooks
could not be used based on their context and situation. For the students, the content of the ready-made books
sometimes does not fit with their background. Therefore, designing textbooks based on the context and situation
of a school and a college seems to be the best alternative to obtain what they need.
In Indonesian context, many universities or colleges design their own books for their students because
they consider that published books do not fulfill their learners’ needs. They claim that published books are not
appropriate with a certain teaching context. Therefore, the institutions assign their lecturers to design their own
books, which suit a particular group of students.
Even though many textbooks used at universities or colleges are designed by the lecturers of those
universities or colleges, however, it seems that many designers are not encouraged to evaluate the quality of the
materials being developed. Evaluating textbooks is important because it could be used as a way to find the
problems during the use of textbooks in the teaching and learning process and to get solutions from the
problems. In addition, the contents of the textbooks generally have significant association with the learning of
the students. Rea-Dickins and Germaine stated that “evaluation is an intrinsic part of teaching and learning”
(1994, p.4). Therefore, conducting a research on evaluating textbooks developed by lecturers at a university or a
college is important. Analyzing or evaluating teaching materials according to Hutchinson and Waters (1987)
involve judging the material whether it is appropriate for a certain purpose or not. Furthermore, Weir and
Roberts (1994) stated that there are two main reasons for evaluating teaching materials. First, it provides
evidence concerning the theoretical debate on the guideline to be followed in language teaching or in teacher
education. Second, it is used as a tool to know the suitability of particular teaching approaches or techniques
under given conditions and whether they meet the claims made for them.

st
The 61 TEFLIN International Conference, UNS Solo 2014 237
 Many researchers have conducted a study about textbook evaluation. For example, Tok (2010)
conducted a research about TEFL textbook evaluation: From teachers’ perspectives. The study was aimed to
know the advantages and disadvantages of ‘Spot On’ English textbook used in Turkey. The study revealed that
‘Spot On’ textbook actually did not stand up reasonably well to a systematic in-depth analysis and that the
negative attributes far out-weighed the positive characteristics. In addition, Baleghizadeh and Rahimi (2011)
conducted a research about Evaluation of an ESP Textbook for the Students of Sociology at University of Tehran.
The findings indicated that the book, despite having merits, was not very suitable for the course. They further
give suggestions regarding the kinds of activities, strategies, layout and other important issues.
The present study aimed to evaluate an English textbook used in English Application Program
(Program Aplikasi Bahasa Inggris) at STAIN Kediri from the lecturers’ perspectives. To be specific, it sought
lecturers’ perspectives about the book based on nine categories, namely suitability to learners, teachability,
physical and utilitarian attributes, tasks, reading, vocabulary, structure, speaking and writing. In addition, it is
also to find which categories are mostly agreed and positively responded by the participants.

Method
The research method used in this study is a survey method. It was used to gather information needed by
the researcher from the participants. There were 25 ESP lecturers who voluntarily participated in this study.
Among 25, 16 were female lecturers and 9 were male lecturers.
A survey questionnaire was used in this study because it could be easily administered and could gather
sufficient information from the respondents. It is a closed-response items using 5-point, Likert-type scale. As 1
means “strongly disagree” and 5 means “strongly agree”. The questionnaire was adopted from Mukundan,
Hajimohammadi, and Nimehchisalem (2011) and Alamri (2008). Nine categories were used in the questionnaire,
namely suitability to learners, teachability, physical and utilitarian attributes, tasks, reading, vocabulary,
structure or grammar, speaking and writing. The questionnaires were then distributed, collected and coded for
further analysis using simple descriptive statistics.

Findings and Discussion

The following elaborations aim to answer the research questions. It is to know the lecturers’
perspectives in terms of its physical and utilitarian attributes of the book, learning-teaching content of the book,
teachability of the book and suitability of the book for learners. In addition, it is also to find which categories are
mostly agreed and positively responded by the participants.

Physical and Utilitarian Attributes

The main purpose of this category is to know the lecturers’ opinion about size, printing quality, cover,
layout, Illustrations, table of content, glossary and bibliography, title appropriateness, font size and type use, and
consistency in use of headings, icons, label, italics etc. of the book.
It could be seen from the findings that among 12 items proposed in this category, seven items elicited
positive responses. The details are that 80% participants agree with the consistency in the use of headings, icons,
label, italics etc. In addition, 72% participants agree with the complete and detailed table of contents.
Furthermore, the printing quality item, the appropriateness of glossary and the font type size were agreed by 64%
of the participants and 56% of the participants also stated their agreement in the book size and title
appropriateness. However, other five items are considered having negative responses because there were less
than 50% agree or strongly agree with the statement. In the items of bibliography, there were only 44% who
stated their agreement, 36% in the item of the variety of illustrations, 36% in the efficiency in the use of texts
and visuals, 24% in terms of book cover and 20% in the layout item.
It can be said from the above explanation that the physical and utilitarian attributes of the English for
Islamic Studies book got positive perspectives from the lecturers only in seven criteria or items because more
than 50% participants are either strongly agree or agree with the statements, while other five criteria or items are
considered unsatisfied because less than 50% participants stated either neutral or disagree with the statements.
Therefore, considering those five items to revise is important. Furthermore, improvements to those seven criteria
are also needed to make better quality of the book.

Learning-Teaching Content
To know the lecturers’ perspectives about the learning-teaching content of the English for Islamic
Studies book, six criteria were proposed containing 23 items. Those six criteria are tasks, reading, vocabulary,
structure/grammar, speaking and writing.
In line with the tasks, the results show that among four proposed items, only one item on the tasks
have clear instruction got the lecturers’ positive response (52% agree and 20% strongly agree). However, the
lecturers considered that other three items are unsatisfied in terms of whether or not the tasks objectives are

238 st
The 61 TEFLIN International Conference, UNS Solo 2014
achievable (40%), the tasks move from simple to complex (36%), and the tasks help students who are
under/over-achievers with only 8%. Therefore, it is suggested that the tasks should be revised especially in
relation to these three items.
Furthermore, among four proposed items in reading category, only one category got satisfactory
results. The item on the texts are taken from diverse field of study was supported by almost all participants with
76% of the participants agree and 4% of the participants strongly agree with the statement. However, three items
on the statement the texts are graded (44%), the reading activities can motivate learners (40%), and the length
of the texts is appropriate to the level of students (36%) are considered having unsatisfactory results. As a result,
improvements in reading section particularly in those items are essential.
In terms of vocabulary category, four items were proposed with the result that three items got
satisfactory results [Topics of vocabulary are appropriate to students’ background of study (64%), Words are
contextualized (64%), and There is a good distribution (simple to complex) of vocabulary load across chapters
(52%)]. However, there were only 44% of the participants who agree with the item on the load (number of new
words in each chapter) is appropriate to the level of students and therefore it is not satisfying result.
The next category is about grammar. The results show that all proposed items got positive responses
and they are considered having satisfactory results. In this case, each item was agreed more than 50% by the
participants [Grammar topics are graded across the chapters (64%), Grammar is introduced explicitly (52%),
Grammar exercises are graded (48% agree and 4% strongly agree), and Grammar topics are appropriate to the
level of students (44% agree and 16% strongly agree)].
Regarding the speaking category, it is known that more than 50% of the participants gave their
agreement or strong agreement to all proposed items. The items on the speaking activities are developed to
initiate meaningful communication (64%), the speaking activities are balanced between individual response,
pair work and group work (52% agree and 8% strongly agree), and activities motivate students to talk (36%
agree and 20% strongly agree) are considered having satisfactory results.
The last category in the learning and teaching content of the book is about writing. It can be seen from
the findings that this category is considered having satisfactory results because all items were positively
responded by more than 50% of the participants. Those items are the writing tasks have achievable goals (52%
agree and 12% strongly agree), the writing tasks consider learner’s capabilities (52% agree and 4% strongly
agree), and models are provided to help students to do the tasks (44% agree and 12% strongly agree).
In short, among six categories proposed in the learning-teaching content, only three categories
(grammar, speaking and writing) got totally positive responses or satisfactory results in all items. However, other
three categories (tasks, reading, vocabulary) got mixed positive responses on the provided items. Therefore,
considering this information to revise the book is important.

Teachability of the Book

Three items were proposed to obtain information whether or not the book is teachable. Based on the
findings previously discussed, among three items proposed, only one item, which is considered having
satisfactory result. That is the item on the book helps teachers to minimize their preparation time. It was agreed
by 52% of the participants and 8% of the participants stated their strong agreement with the statement. On the
other hand, less than 50% was agreed in the items of the book helps teachers exploit the activities to meet the
students' expectations (48%) and the book helps teachers accommodate mixed ability of students and classes of
different sizes (44%). This means that this category didn’t got maximal positive responses and therefore
improvements in the teachability of the book are needed to make the book better.

Suitability of the Book for Learners

Three items were proposed to obtain information whether or not the English for Islamic Studies book
is suitable for the learners. The results show that only one item on the book is culturally accessible to the learner
got satisfactory result with 64% of the participants agree and 4% of the participants strongly agree with the
statement. On the other hand, two items got unsatisfactory results. In this case, only 44% of the participants
answered that the book is compatible to background knowledge and level of students and only 40% of the
participants who agree with the statement that the book is compatible to the needs of the learners. Therefore,
improving this book in relation to the suitability for the learners is essential.

Conclusion
Based on the previous results and discussion, the researcher could conclude that the lecturers’
perspectives on the physical and utilitarian attributes of the English for Islamic Studies book are not completely
satisfying. This is because among 12 proposed items, only seven items got satisfactory results in which more
than 50% participants stated their agreement while five other items got unsatisfactory result because less than
50% stated their agreement to the items. Furthermore, in terms of the category on the learning-teaching content,

st
The 61 TEFLIN International Conference, UNS Solo 2014 239
among six categories proposed, only three categories (grammar, speaking and writing) got totally positive
responses or satisfactory results in all items. However, other three categories (tasks, reading, vocabulary) got
mixed positive responses on the provided items. Finally, regarding teachability of the book and suitability of the
book for learners, among four items proposed in each category, only one item got satisfactory result.
In short, the results of evaluating English for Islamic Studies book indicate that among nine categories
proposed, only three categories (grammar, speaking and writing) which got totally positive responses or
satisfactory results in all items. However, other six categories got mixed positive responses on the provided
items. Therefore, revision or improvements to some items, which are considered weak or unsatisfying are
important so that the book would be better than before.

Bibliography
Abdullah, M., Akhlis, N., Ain, N., Bahruddin, & Syaifulloh, B. (2010). English for Islamic Studies. Kediri:
STAIN Kediri Press.
Alamri, A. A. M. (2008). An Evaluation of the Sixth Grade English Language Textbook for Saudi Boys' Schools.
(Unpublished thesis). Kingdom of Saudi Arabia: King Saud University.
Baleghizadeh, S. & Amir H. R. (2011). Evaluation of an ESP Textbook for the Students of Sociology. Journal of
Language Teaching and Research, 2 (5), 1009-1014.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary
approach. Cambridge: Cambridge University Press.
Hutchincon, T. (1987). What’s underneath?: An Interactive View of Materials Evaluation in ELT Textbooks
Materials: Problems in Evaluation and Development. ELT Documents, ed. Leslie E. Sheldon. Oxford:
Modern English Publications, 26, 37-44.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge:
Cambridge University Press.
Mukundan, J., Reza H., & Vahid N., (2011). Developing an English Language Textbook Evaluation Checklist.
Contemporary Issues in Education Research, 4 (6), 21-27.
Riazi, A. M. (2003). What textbook evaluation schemes tell us? A study of the textbook evaluation schemes of
three decades. In W. A. Renandya. (Ed.), Methodology and materials design in language teaching (pp.
52-68). Singapore: SEAMEO Regional Center.
Rea-Dickins, P. & Germaine, K. (1994). Evaluation. Oxford: Oxford University Press.
Sleeter, C. E. & Carl A. G., (1991). Race, Class, Gender, and Disability in Current Textbooks, in The politics of
the Textbook, ed. M. W. Apple & L. K. Christian-Smith. New York: Routledge, 78-110.
Tok, H. (2010). TEFL Textbook Evaluation: From Teachers’ Perspectives, Educational Research and Review, 5
(9), 508-517.
Weir, C. J. & Jon R. (1994). Evaluation in ELT. Oxford: Blackwell.

240 st
The 61 TEFLIN International Conference, UNS Solo 2014
 EFL TEACHERS’ PERCEPTIONS ON DESIGNING AND EVALUATING
LANGUAGE MATERIALS : A CASE STUDY

Doni Alfaruqy

Abstract: Designing and evaluating language materials are very important component for providing an effective
teaching in educational context. A language teacher is a materials developer and also as well as the material
development who have played the significant role towards students’ development in language learning, but no
empirical research investigates teachers’ views on designing and evaluating language materials in teaching
English as FL. To fill this gap, this present study tries to explore teachers’ views for designing and evaluating
language materials for the sake of 2013 curriculum development. It reports that (1) teachers are insuficiently
provided with professional development programmes to design and evaluate the language materials
appropriately; (2) teachers lack opportunities to work with peer teacher for solving the problems which found in
the classroom; (3) based upon these findings, this study creates several suggestions for teacher educators and
curriculum policymakers.

Key words: EFL teacher’s perceptions, designing and evaluating language materials, teacher educators and
curriculum policy makers

Introduction
Teacher’s jobs are to design and evaluate for improving the learning process. Designing and evaluating
are continuous process done by the teachers. In designing language materials, an EFL teachers should consider
the learner’s for their age, interests, level of proficiency in English, aptitude, mother tongue, academic and
educational level, attitudes to learning, motivation, reasons for learning, and preferred learning styles (Mc
DoNough, Shawa, Masuhara, 2013: 8). Those considerations are complementary each others for developing an
ideal language materials. As a result, a good teacher should be able to develop or adapt the language materials
based on students’ need and ability.
There are changes of designing and evaluating learning materials. Teachers should change the way of
their teaching English and its evaluation for certain purposes. These changes can influence teachers’ perceptions,
beliefs, and knowledge in teaching English as a Foreign Language. Therefore, English teachers need to be
trained in order to use the curriculum 2013 correctly.
Teacher’s knowledge, belief and perception play a fundamental role in the effective implementation of
new curriculum. Brumfit, et al. (1996) and Borg (2001) believe that teachers’ self-perceptions of their
knowledge about language influence their pedagogical decisions. Put simply, perception can be understood
as a process of interpretation by which individuals ascribe meaning to things distinct from the
valuation process involved in attitudes. Perceptions both influences attitudes and are influenced by them.
How an individual perceives particular people, things or policies will have an important influence on
the attitudinal evaluation of these people, things or policies.
Training of curriculum 2013 has been held in some places in Indonesia to make the same perception
among EFL teachers about the implementation of this policy. Many problems or misunderstanding happen
during this training. These problems can be from internal factor (teacher) and external factor (unprepared trainers
and unavailable the clear instruction from policy makers and curriculum developers). Furthermore, it is very
important to conduct the research in this field for getting deeper to the problems in classroom. Teacher as
curriculum material and curriculum developer should create interesting and innovative language materials, but,
unfortunately, in curriculum 2013, they have to follow the “main book” (compulsory book) for their daily
teaching. In fact, according to Widy, Saifudin, and Dewanti (2014), this book need supplementary materials in
language skills such as listening, speaking, and reading to provide comprehensive language materials for
students. Therefore, it is still widely possible to conduct this research for developing language materials for this
textbook. Based on those elaborations, it is quite valuable to investigate the teacher’s perceptions on designing
and evaluating language materials to reveal the exact problems that are faced by EFL teacher in training of
curriculum 2013. Teachers are the key agents of curricular change, and without their willingness to participate,
there can be no change or improvement in teaching learning process. However, teachers’ perceptions vary in
designing and evaluating in curriculum 2013.
Teaching learning process in curriculum 2013 has focused on students-centered. The standard process
which used to focus on exploration, elaboration, and confirmation is completed with observing, questioning,
exploring, associating, and communicating. The learning process is not only conducted at classroom, but also
outdoor in the school environment or even society.Teacher is not the only source to learn.

st
The 61 TEFLIN International Conference, UNS Solo 2014 241
 Assessment of the 2013 curriculum is more emphasis on authentic assessment. Authentic assessment is a
comprehensive assessment conducted to assess the start of input (input), process, and output (output) learning
(No. Permendikbud. 66th in 2013). Assessment is carried out not only based on learning outcomes but also on
the process. The concept of authentic assessment is the ability of children assessed by the development of the
child's own results, based on the process, not the end of learning, and not only a cognitive assessment, but also
the psychomotor and affective. In English learning, the teacher can use a variety of activities to check students'
understanding to learn a foreign language requires a variety of ways to demonstrate their understanding of the
concepts they have learned (Ministry of Education and Culture, 2013: 19).
The research objectives are as follows: (a) To investigate English teachers’ perception when they design
and evaluate the language materials for the development of curriculum 2013; (b) To know the problems and
difficulties encountered by English teachers during training of curriculum 2013.

Research Method
Data and Source of the Data
a. Respondent
The research term used for qualitative sampling is purposeful sampling. In this research, the researcher took
two English teachers in different place who have participated in the training of curriculum 2013 as
respondents.
b. Events
The events are teaching and learning process of English during 2013 curriculum training.
c. Documents
The documents analyzed were the 2013 curriculum and the documents related to the historical background of
the teachers’ achievement in designing and evaluating language materials.

Technique of Collecting the Data

Unlike experimental, survey, or historical research, case study does not claim any particular methods for
data collection or data analysis. Any and all methods of gathering the data, from testing to interviewing, can be
used in a case study, although certain techniques are used more than others (Merriam, 1998: 28). In this research,
the researcher uses four kind techniques of collecting the data. They are observation, interview, questionnaire,
and also documentation.

Research Finding and Discussion

English teachers have positive perception toward the process of designing and evaluating language materials
Designing and evaluating language material let the teacher to be more innovative. Even, it can be a
commercial activity for the teacher himself. (teacher D)
Designing is needed to achieve the learning goal. Evaluating is needed to develop the previous design.
Bothe of them are valuable activities. (teacher H)
It should be noted that English teachers in this research believe that designing and evaluating materials
correctly can improve their professional development and also teaching learning process. These subjects of the
researcher have positive perception and attitude toward the designing and evaluating language materials. They
think that they need to do it consistently as a part of teacher professional development.
Because it will develop quality of teaching and learning process. Besides, The students need up-to-date
information. (teacher D).
To identify the weaknesses and the strength of the design and to improve the design itself (teacher H).
The socialization of implementing curriculum 2013 was done by training which was held by the
government. Teachers feel enthusiasm for participating in this training. However, there are some unsatisfied
responds from the training participant. They feel the training cannot provide detail information toward new
curriculum.
I think that the training given by government is not enough since the training that I have joined only
gave theories not practice. Thus, I have to practice more and more dealing with the curriculum to become a
professional English teacher. (teacher D and H)
It can be seen that trainings held by the government could not provide the sufficient information
practically about new curriculum. The duration of the training is viewed as too short. Most teacher-training was
conducted by short term programmes, involving several hours or days of workshops, with limited follow-up
activities. Furthermore, teachers are seen as passive listeners during the training. In other words, the workshops
on the new curriculum were conducted in the old, traditional ways, as a result, teachers cannot understand
optimally about the implementation of new curriculum.
The teachers in this research complained that they got only theoretical about curriculum 2013, but no
practical ideas to implement this curriculum in teaching learning process. They were confused about what they

242 st
The 61 TEFLIN International Conference, UNS Solo 2014
should do with the new curriculum. They were not convinced of its benefits and the areas in which it could make
a difference in education quality, especially, the different way of teaching with previous curriculum. As a
consequence, teachers in general do not feel well-equipped to implement the new curriculum.
Lacking opportunities to equip themselves with the knowledge, skills and attitudes necessary for
successful implementation of the new curriculum, it is difficult to hope how teachers can work optimaly with it
since the training does not give enough practical ideas to be applied in the teaching learning process.

Teachers are insuficiently provided with professional development programmes to design and evaluate the
language materials appropriately
I think the materials of 2013 curriculum are similar to the previous one. But 2013 curriculum is good
enough. That curriculum does not only assess the knowledge and skill but also attitude. Unfortunately, I think
many schools which has not be ready yet. Many teachers do not understand more about it. (teacher D and H)
The implementation of the new curriculum is subject to a regular process of adaptation and
modification, as teachers find a balance between the goals of the new curriculum, their own skill and
understanding, and the contexts in which they operate (Fullan, 2007; Huberman, 1992; Spillane, 1999). This is
an ongoing process, in which teachers learn, unlearn and relearn the curriculum. As emphasized by Fullan and
Miles (1992: 746) state that change is a process of coming to grips with the new personal meaning, and so it is a
learning process. This implies that teacher training should be based upon a continual learning process and not
short-term unsystematic training sessions. If teachers are asked to change the core of their practice, they should
be provided with ongoing in-service training to cope with problems and difficulties encountered in the
implementation process. Introducing curricular reform should not be the end of the reform process but as the
beginning of a journey.

Lack of peer support for solving problems and resolving difficulties in new curriculum
Getting difficult to understand the implementation of the steps in language classroom. (teacher H).
Many aspects must be evaluated in the curriculum. Thus, the teachers should work hard in evaluating
each student (teacher D).
It can be inferred that teachers got problems in designing language materials and evaluating the
students’ work. They need more explanations about the changes in curriculum 2013. Based on the interviews
with the English teachers, it found that in curriculum 2013, teachers have more time to do teaching learning and
process since they have been helped to the book provided by the government. The main source of learning is not
only the teacher but also the book. As the effect, in arranging lesson plan, teacher is not free anymore like as the
previous curriculum, but it should develop from the main book.
The difficulties are when the teachers tend to be individualized in the new curriculum. The advanced
technology may also lead teachers to be more individualized in solving the problems.
I usually consult to my smartphone (using internet) rather than discussing with peer-teachers to solve
the problems together in classroom. (teacher H)
I have many things to do since I can do it by myself, If I find the problems, I will look for the solution
from the books, journals or internets. It is more practical than discussing for the solution which is not really
solvable. (teacher D)
From the answers, the researcher may draw a conclusion that the role of social interaction among
English teachers has been replaced with the advanced technology. It can be the serious problem by the educators
since they believed that the discussions among peer-teachers are not important anymore.
Based on the questionnaire and interview, teacher D and teacher H have been usual to prepare all
learning material that consist of lesson plan, syllabus, and teaching approach so that their time will be spent more
in doing preparation before teaching. In curriculum 2013, teachers’ freedoms are limited. They need to stick the
materials prepared by the government. Government has designed the syllabus, textbook, and teaching approach
(scientific approach). Therefore, teachers feel that their authorities have been reduced so that they can focus on
teaching-learning process in classroom. But, even though, government have prepared the syllabus, textbook, and
teaching approach, then, based on the interview, the teacher still have opportunities to create the materials based
on students’ level, objective of learning, method of teaching and teacher’s creativity. These changes need more
cooperation among peer teachers to solve the problems together and share the difficulties encountered during the
classroom.

Non-technical constraints
Each student has different level of intelligences, creativity, motivation and other psychological
variables. These factors can influence the implementation of new curriculum. Teachers’ work is to design
learning materials that is suitable to the students’ conditions and schools. Then, the different schools will have
different cultures and facilities toward the curriculum change. From the questionnaire and interview, it reveals

st
The 61 TEFLIN International Conference, UNS Solo 2014 243
that some contextual constraints were neglected, such as lack of adequate resource necessary for implementation
and trained humans’ resources for the implementation of 2013 curriculum. For example, using ICT in daily
teaching will be a big problem for the school with inadequate ICT facilities. Then, from teaching approach,
unprepared-well teachers found serious problems in teaching English using scientific approach since they have
been usually teaching by using GBA (Genre-Based approach). In evaluating of learning materials, since in new
curriculum, the emphasis of scoring is more concerned on authentic assessment. Authentic assessment is a
comprehensive assessment conducted to assess the start of input (input), process, and output (output) learning
(No. Permendikbud. 66th in 2013). Unexpectedly, there is no standard of authentic assessment provided by
government to evaluate students’ process from day to day, as a consequence, different teachers will vary in
making authentic assessment and scoring.

Conclusion
This research has shown that English teachers are not ready to implement curriculum 2013 since
training of curriculum 2013 is not comprehensive yet to equip the teachers well. However, they have positive
perception to participate in training of curriculum 2013. Based on the discussion previously, this research has
come into some findings as follows: (1) English teachers have positive perception toward the process of
designing and evaluating language materials; (2) Teachers are insufficiently professional development to design
and evaluate the language materials appropriately; (3) Teachers lack opportunities to work with peer teacher for
solving the problems which found in the classroom; (4) the non-technical constraints influencing have a big
impact whether or not the implementation is successfully.
This research recommends that policymakers make more effort to get an agreement from teachers on
the importance of curricular changes. Changes are best achieved when teachers voluntarily participate in the
curricular reforms that they perceive as being meaningful and important for students. Policymakers should
consider teachers’ suggestion for curricular development. If teachers feel they are the targets of reform,
consequently, policymakers will make specific development programs to improve their ability. Governmental or
local educational authorities, policymakers and professional development facilitators need to maintain a close
working relationship with teachers, so that they can learn more about teachers’ difficulties relating to the
curricular change.
Another recommendation is to implement the collaborative school-based in service teacher training. It is
a program to develop teachers’ ability in teaching, designing and evaluating learning materials. This program is
in cooperation with local university for providing the facilitators to give training for the teachers. Therefore, the
collaboration among university, school, government/Directorat General Higher Education (DGHE), and local
educational authorities will improve the quality of teachers’ professional development siginificantly.

Bibliography
Arikunto, Suharsimi. (1998). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:Edisi Revisi IV, Rineka
Cipta.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative
research (3rd ed.). Upper Saddle River, NJ: Merrill
Dewanti, Primanda. (2014). Developing Supementary Materials 2013 Curriculum to Teach Listening Skill for
the Seventh Grade of Juior High School (unpublished thesis). Surakarta:Sebelas Maret University.
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
Fullan, M., & Miles, M.B. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan,
73(10), 744–752.
Huberman, M. (1992). Teacher development and instructional mastery. In A. Hargreaves & M.G. Fullan (Eds.),
Understand teacher development (pp. 122–142). New York: Teachers College Press.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San
Francisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new
methods. Thousand Oaks, CA: Sage.
Park, Minjeong & Sung, Youl-Kwan. (2013). Teachers' perceptions of the recent curriculum reforms and
their implementation: what can we learn from the case of Korean elementary teachers. Asia
Pacific Journal of Education, 33:1, 15-33.
Peraturan Menteri Pendidikan dan Kebudayaan No. 66 Tahun 2013 Tentang Standar Nasional Pendidikan.
Saifuddin, Makmun. (2014). Developing Supementary Materials 2013 Curriculum to Teach Listening Skill for
the Seventh Grade of Juior High School (unpublished thesis). Surakarta: Sebelas Maret University.
Spillane, J.P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating
role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143–175.

244 st
The 61 TEFLIN International Conference, UNS Solo 2014
Widy, Monika. (2014). Developing Supementary Materials 2013 Curriculum to Teach Speaking Skill for the
Seventh Grade of Juior High School (unpublished thesis). Surakarta: Sebelas Maret University.
Biodata
Doni Alfaruqy is a graduate student of English education department of Sebelas Maret University. He has
participated in some international conferences and workshops which held by UNS Surakarta, UNNESS,
and USD Yogyakarta.

st
The 61 TEFLIN International Conference, UNS Solo 2014 245
 ENRICHING VOCABULARY INTAKE THROUGH BOOK FLOOD PROJECT

Dwi Wulandari
English Department, Diponegoro University

Abstract: The aim of this study is find out the possibility of retaining vocabularies through book flood project.
This library study is targetted on defining vocabulary intake, the reading on foreign language, by focusing on
what kinds of reading that may create comprehensive input, the book flood project, and how the project may
halep retaining vocabularies. The discussions suggest that book flood project indeed help learners’ proficiency in
language, though it may take longer time, as the vocabularies are learn incidentally; that is through reading in a
lot of context. Another positive result form book flood project is that it helps develop literacy by creating reading
habits. This is way, through this project not only learners will develop proficiency on foreign language (target
language) but they will also develop proficieny on first language as well.

Keywords: vocabularies intake, reading, book flood project, literacy

Introduction
Vocabulary is the building block for the language because through its use the speakers form sentences
and utter their meaning. How many vocabularies are acquired determines the succes in language learning, both
in first and second language. It is crucial for language learners to know a certain amount of vocabulary
knowledge, even at the earliest stages of learning, so that they will be able to develop the language skills
receptively and productively.
In second or foreign language acquisition, learners learn second or foreign language in stages too. Most
likely, what is apparent is that learners start learning from vocabularies, though we must understand that in the
process, learners learn the phonemes and morphemes as well. For second or foreign language learners, it is
necessary to acquire vocabularies first before the learners are able to acquire other sub skills such as grammar or
fluency (Higgs, 1985), and vocabularies are also crucial in developing other skills, such as speaking or reading
(Allen, 1992; Hunt and Beglar, 2005).
Accordingly, there is no argument on how important it is to develop vocabularies in learning a
language. What is argued perhaps is on how the vocabularies are learnt. One of the inputs considered greatly in
developing vocabularies is the input from reading, and one of the techniques in giving reading exposure to
learners is through book flood project (Elley, et.al, 1996). This article will look at several issues on how book
flood may help learners retain the vocabularies they learnt, and the constraints of its implementation for foreign
language setting.

Vocabulary Acquisition in Foreign Language Learning

Foreign language setting is a term used to refer to the condition where the language learnt is not used
for daily communication (Gass and Selinker, 2001). This term is to differentiate with second language setting
where the language learnt is used commonly as the means of communication daily. Of course, the different
setting will provide different exposure on the language learnt, and therefore give different result in learning. In
foreign language setting, most of the exposures on the language learnt are done in the classroom where teachers
play significant roles in deciding what materials to use, what to learn, and how it is learnt.

Vocabulary input
Undoubtedly, the role of input is a major factor for vocabulary acquisition both in first and in
second/foreign language learning. Input will give learners access to what to learn. Simply, it always seems right
to say that no input means no output. Studies by neuroscientists in L1 acquisition show that a child’s language
capacity is dependent on the quality of language input (Christie, 2003). Children’s ability to develop language
proficiency is determined by the amount of the input given by parents or caregivers through consistent
interactions.
As with their first language, learners’ second/foreign language development also depends greatly on
the input given. Learners need to be exposed to the target language as often as and as much as possible so that
they will be able to take some of what they read, or listen, or experience in learning.
Input for vocabulary acquisition can be given in many forms. Among the popular ones are reading,
listening, and vocabulary based exercises. Reading and listening provide context where the vocabularies are put
into sentences, then they give more opportunity to understand the difficult words. However, as the vocabularies
are learnt incidentally in reading and listening, some researchers (Wesche & Paribakht (1994)) mention that

246 st
The 61 TEFLIN International Conference, UNS Solo 2014
learning vocabularies through reading and listening are slow process, unless some other treatment are taken to
generate vocabularies intake.

Vocabulary intake
Vocabulary intake is the actual number of words from input which are acquired and are able to be
retained. It is necessary to acknowledge this notion because vocabulary development actually depends on the
number of vocabulary retained. There are some factors that may influence the possibility of input to be retained,
to name a few are comprehensible input and the method of teaching. Krashen (1982) in his input hypothesis
states that it is very important for second/foreign language learners to receive comprehensible input; otherwise
they will not be able to develop language competence. He defines comprehensible input as the input that is a bit
ahead of learners’ current knowledge.
Another factor which may lead to vocabulary intake is the method of teaching. Since we are aware now
that not all input will lead to vocabulary intake, the teachers should consider the appropriate method to teach,
hence the learners are able to pin point what is important to be learnt and retain the vocabularies. There are of
course many methods that can be used in teaching English, but the following discussion will be focused on using
reading material to help learners improve their vocabularies.

Reading in Foreign Language

What is assumed so far is that vocabulary in L2 learning is mostly obtained by reading because reading
is composed of many vocabularies arranged in meaningful texts (Huckin, Haynes & Coady 1993; Huckin &
Coady, 1999; Waring & Nation, 2004). In this view, learning vocabulary through reading is known as incidental
learning, because learners acquire new words incidentally, while they are trying to comprehend the reading.
Coady mentions that the incidental acquisition hypothesis suggests, “there is gradual but steady incremental
growth of vocabulary knowledge through meaningful interaction with text” (in Huckin, Haynes & Coady 1993,
p. 18).
Many scholars agree on the importance of texts in vocabulary acquisition, suggesting that except for the
basic words, vocabulary acquisition predominantly occurs through extensive reading with the learners guessing
at the meaning of the unknown words from the texts (Haynes in Huckin, Haynes & Coady 1993; Huckin &
Coady, 1999).
Rapaport (2000) argues that there are two conditions for a reading text to be powerful for vocabulary
acquisition. First, learners should be able to internalize the text. This means that the level of difficulty in the text
suits learners’ ability. Second, the text should relate to readers’ prior knowledge. When learners do not have
prior knowledge relates to the information in the text, it will take more effort for them to understand the text,
hence they are not able to pay more attention on the unfamiliar words.
Taking readers’ prior knowledge into account, it is essential to acknowledge the importance of text
familiarity. Pulido (2004) works on the idea that for vocabulary acquisition to occur through reading, readers
must also attend to the connections between new lexical forms and their meanings and integrate the new
linguistic information into their developing L2 system. If the new words appear in the type of passages that
learners encountered previously, the words are likely to be learnt (Baddeley, 1998). Identical with this finding
are findings from Gharidian’s study which show that the major obstacles in gaining new vocabulary from
reading are the high number of unfamiliar words in the text, and the insufficient number of repetitions of a target
word (Gharidian, 2002).
To support the idea that reading for vocabulary acquisition is best to treat proficiency, Hermann (2003)
did a study on multiple comparison on two techniques for acquiring vocabulary. He finds that although learners
do not acquire more vocabulary from reading rather than from the other technique, the reading exhibits superior
retention rates for particular words.

Book Flood Project

Book flood project is a project of giving as many reading as possible for learners. To purpose of most of
these projects is not only to give more inputs for learners, but also to develop literacy. That is why most of book
projects are conducted in the area where literacy is not yet developed, such is in Fiji Island (Mangubhai, 2001),
South Pacific, Singapore, Sri Lanka and South Africa (Elley, et.al., 1996). The basic concept for book flood
project is “to ‘flood’ the classroom with the high-interest illustrated story book in the target language, and to
train the teachers in a simple method of ensuring the pupils interact with the books frequently and productively”
(Elley, et.al., 1996:1). In conducting these projects, what should be considered is not only the level of learners’
proficiency – which is used as the base for what kinds of story books appropriate for the learners, but also the
learners’ background so that the books may be suited with their interest.

st
The 61 TEFLIN International Conference, UNS Solo 2014 247
The Benefit
The studies conducted on book flood projects reported positive result in language learning. The book-
flood projects address similar problems; L2 learners are unable to develop adequate proficiency in language
learning because of a lack of resources and competent teachers. Hence, they have great difficulty in learning to
decode and understand L2 vocabulary. So, the book-flood projects expose learners with many books, so that they
can have a contextual access to the L2. These projects show that the amount of exposure to L2 is important in
helping learners take the best advantage of the input given. The more learners are exposed to the input, the more
they are able to recognize and guess the unknown words. Through repeated guessing, learners finally are able to
achieve the mastery of the new words. Mangubhai’s study (2001) on Fiji Book Flood project also suggests that
by giving sustained regular reading, not only have learners accelerated their reading and listening skills, but the
project also give positive improvement on their first language proficiency.
The projects also show tremendous positive results on how story books may lift the levels of literacy in
Third World countries (Elley, et.al, 1996). Most of the learners involved in these projects are learners in the
basic or lower level, mostly those who are in young age. That is why the books used as the sources of the
projects are the illustrated story books. Not only do the books provide good stories, but the pictures in the books
will increase the learners’ interest and help the understanding as well. So, the books themselves help learners
shape their interest in reading, and the sustained regular reading will create a reading habits for the learners. If
the projects are duplicated at homes or at the community by the optimum utilization of public library, the reading
habits created at schools will be continued and preserved. When the children find the benefit from reading, such
as increasing their knowledge, knowing wonderful stories, they then will be willing to read more in the future.
They will develop curiosity over books, and they will read to satisfy their curiosity.

The Challenge of Its Implementation

Conducting book flood project is not without a problem. As with many methods in teacing foreign
language, problems may occur in various areas, the learners, the teachers, the materials, or the infrastructure.
When the issue is related on the vocabularies intake, book flood project may not be seen as the best strategies,
because the vocabularies leant are incidental, so the vocabularies learnt can not be seen directly after reading.
However, since the book flood project are mostly conducted for quite some time ( one or two years at the
minimum), the tendency for encountering the targeted vocabularies are higher, as the exposure to the inputs are
also higher, and therefore the possibillity to have the proficiency toward certain vocabularies are higher. Hence,
vocabulary intake in book flood project is not targeted for acknowledging the vocabulary quickly, but more on
proficiency though it may take longer time.
If not carefully conducted, the book flood project will also create difficulties. Developing learners’
interest in reading in target language is challenging especially when learners do not have habbit in reading in
first language. Hence in starting the project, both learners and teachers should agree on one point; that it will take
patient to start the program and endurence to continue on. Giving appropriate books for the starts hence is the
key for the success of the start. Teachers should be wise in choosing the books, and should be creative in
motivating the students to read, not only focusing on the benefit of reading, but also focusing on the books about
to be read themselves, by giving a promted questions that the book may interest the learners, by discussing the
pictures without necessary reading to the students, or by relating learners’ background knowledge to the books to
be read.
Providing ample books for every learner is also another challenge. The challenge grows harder as the
books must be interesting and easy reading. Such books may be expensive, and therefore, unless government
help to conduct the project, it will be difficult for schools to support the project themselves.
Fortunately, the challenge of conducting book flood project mostly stays at the start of the project.
When the project has been established, teachers can even leave the students to choose and to read their own
books. The books can also be improved not only those which are easy reading and has interesting story and
pictures, but later on learners will also be willing to read books which may have no pictures, or even to read
event such as those in magazine or newspaper.

Conclusion
Book Flood project is not a new strategy in teaching second language, but this strategy is not always
used by teacher due to the indirect result gained from the project. By giving a lot of interesting story books as
reading material, learners will develop proficiency not only on vocabularies but also in grammar and language in
general. Book flood project also develops literacy mostly in the areas where the literacy is not yet established,
such as in the third world countries. Though it promotes many positive results, yet the book flood project is not
yet conducted widely, especially in Indonesia, since providing the books and motivating teachers to help learners
to learn in this strategy is difficult.

248 st
The 61 TEFLIN International Conference, UNS Solo 2014
References
Allen, B.F.H. (1992) The Acquisition of Second Language Vocabulary. ERIC Document
Baddeley, A. (1998). Human Memory: Theory and Practice. Needham Heights, MA: Allyn & Bacon
Elley, W.B, Cutting, B., Mangubhai, F. & Hugo, C. (1996) Lifting Literacy Levels with Story Books: Evidence
from the South Pacific, Singapore, Sri Lanka and South Africa.
http://www.literacy.org/products/ili/pdf/ilprocwe.pdf
Giridharan, B. & Conlan, C. (2003) L2 Vocabulary Acquisition: Investigating the Key to Lexical
Comprehension. Paper presented at HEEDAR Conference.
Huckin, T. & Coady, J. (1999) Incidental Vocabulary Acquisition in a Second Language: A Review. SSLA.
21,181-193
Hunt, A. & Beglar, D. (2005). A Framework for Developing EFL Reading Vocabulary. Reading in Foreign
Language. 17, 23-59
Krashen, S. D. (1981) Principles and Practice in Second Language Acquisition. English Language Teaching
Series. London: Prentice-Hall International (UK) Ltd.
Mangubhai, Francis. (2001). Book Flood and Comprehensible Input Floods:Providing Ideal Condition for
Second Language Acquisition. International Journal of Educational Research, 35, 147 – 156.
Pulido, D. (2003) Modeling the Role of Second Language Proficiency and Topic Familiarity in Second
Language Incidental Vocabulary Acquisition through Reading. Language Learning. 53, 233-284
Rapaport, W. J. (2000) What is the “Context” of Contextual Vocabulary Acquisition
http://www.cse.buffalo.edu/_rapaport/cva.html
Wesche, M. & Paribakht, S.T. (1994) Enhancing Vocabulary Acquisition trough Reading: A Hierarchy of Text-
Related Exercise Types. Paper presented at AAAL ‘94 Conference, Baltimore.

st
The 61 TEFLIN International Conference, UNS Solo 2014 249
 THE COMPARISON BETWEEN EFL TEXTBOOK EVALUATIONS
IN 2013 CURRICULUM AND KTSP CURRICULUM

Eka Herdiana Susanto

Indonesia University of Education
eka.herdiana.susanto@gmail.com

Abstract: Textbook evaluation is very important when there is a phenomenon that the textbook consists of
inappropriate contents. The evaluation has to be conducted because the textbook has a function to support the
effectiveness of the teaching learning activities. In line with this phenomenon, this research dealt with the
comparison between two EFL textbook evaluations. It aimed at knowing about the evaluation of the textbook
entitled When English Rings the Bell based on 2013 curriculum and the textbook entitled English on Sky based
on KTSP curriculum. This research applied document analysis as one of the qualitative approaches. The theory
proposed by McGrath was used to analyze the textbook based on the criteria of a good textbook. The result
indicates that the textbooks have completed the criteria of a good textbook based on McGrath and been
appropriate applied in each curriculum, though both of them have significant level that can make the students not
ready for implementing it.

Keywords: Textbook, Evaluation, 2013, KTSP, Curriculum

Introduction
Almost all schools in the world based on some formal and informal researches, use textbooks in the
teaching learning activities. It is because textbook, according to Muslich (2010), is a foundation of learning in
the classroom. A textbook is a guide for teachers, to make the teaching learning activities runs well, effective,
and efficient, and students, to help them to be able to join the teaching learning activities optimally. However,
several years ago, there are a lot of textbooks that use inappropriate contents such as inappropriate utterances,
stories (Buku Porno Masuk SD, 2012), and pictures (Kemendiknas: Ratusan LKS Berbau Porno untuk SMP
Ditemukan di Solo, 2012).
As a consequence of this phenomenon, the government published a textbook in order to control the
spreading of the textbook. It is done based on the article of Indonesian Educational Evaluation Association about
an evaluation in releasing a textbook and the implementation of 2013 Curriculum. Therefore, this research is
expected to help the government, at least, to compare the textbook evaluation in 2013 Curriculum and KTSP
Curriculum.
This research tries to investigate the evaluation of the textbook entitled Bahasa Inggris: When English
Rings the Bell (published by the government) and English on Sky (published by Erlangga) by using document
analysis as a part of qualitative research. Document analysis can give some hypothesis for continuing research
and become reference for knowing the comparison between the textbook entitled Bahasa Inggris: When English
Rings the Bell based on 2013 curriculum and English on Sky based on KTSP curriculum.
According to McGrath (2005), there are three basic methods of analysis and evaluation: (1) the
impressionistic method that is concerned to gain a general impression of the materials, (2) the checklist method
that consists of a list of items which is referred to do comparison, identification, and verification, and (3) in-
depth method that is usually used by the publisher’s and author’s claims to observe the kind of language
description, inspiring assumptions about learning or values on which the materials are based or, in a broader
sense, whether the materials seem likely to live up to the claims that are being made for them.
This research used checklist method because it is used for comparing a thing with another. It has four
advantages such as systematic, cost effective, convenient, and explicit. Additionally, in evaluating a textbook, it
will be better for making a distinction between general criteria (i.e. the essential features of any good teaching-
learning material) and specific criteria (or context-related). Both of them can be explained in the criteria of a
good textbook such as practical consideration, support for teaching and learning, context relevance, and likely
appeal to learners (McGrath, 2005).
Besides that, in order to strengthen the characteristic of a good textbook, there is an instrument to
evaluate a textbook taken from Republic of Namibia. The instrument is valid to use because it has been applied
to evaluate some textbooks in education in Namibia.

250 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Table 1. The Textbook Evaluation based on Namibia’s Instrument
No Criteria of a Good English Rings the Bell English on Sky
Textbook
1. Physical Characteristics
Durability It can be downloaded, hence It uses high quality paper (HVS). It
people can print it out by many will be usable for years.
kinds of paper. It is also able to
bind as people want.
Typeface and size It has large enough font size, It has large enough font size,
captions, and illustrations. They captions, and illustrations. They are
are readable. readable.
Layout and appearance If it is compared with previous The layout is too dense. Hence, it
books that have been used for will make students get bored while
years in Indonesia, of course, it seeing the layout. Besides that, it
seems the textbook for elementary only uses two colors that probably
school. However, if it is meant for will not attract students’ interest.
making students to think
creatively, hence it is the best one.
It has convenient layout and width
of margin. It has a lot of pictures
in it with colorful illustrations.
Cost It can be downloaded, hence the It is reasonable. It is only Rp
cost will be based on its paper. 38.000,-.
2. Content There is no long text here. There It consists of text, vocabulary
is only a conversation most of the building, grammar explanation, and
content in every chapter. It aims questions that are divided into
at encouraging students’ several types such as answer the
motivation to think creatively questions based on the text, blank
how to improve their productive text, matching sentences, true and
skills. It can be said that students false, arranging sentences, writing
are purposed to improve their an essay, etc. Besides that, every
speaking rather than listening, chapter is created to improve four
reading, or writing. It is related to language skills. It is also related to
the syllabus. the syllabus.

3. Pedagogical/ Methodology It is good for students to improve
Aspects their ability and skill because
there were a lot of productive
skills there. However, the teachers
must think creatively to attract
students to get involved in the
teaching learning activities
because if the teachers cannot do
it, only active students who can
enjoy the classroom activity.
Hence, it can be said that the
teachers must force themselves to
work hard in the class. Besides
that, the students must have other
resources to learn.
4. Language Level It is understandable for all level of
students. It is correct, natural, and
recent. The utterances in the
textbook are usually spoken in
daily activities and appeared
repeatedly in order to make
students remember them. Though
all of the utterances are in
English, but they can be
It is also can make students
improve their ability. The
difference is the teachers do not
have to force themselves to teach
because they can ask students to
answer some questions in every
chapter. Though there is no teacher,
the students can know the lesson
that must be learned because there
are some explanations of each
chapter.
It is understandable for all level of
students. It uses Standard English
too. However, the students must
learn a lot of words in it.

st
The 61 TEFLIN International Conference, UNS Solo 2014 251
 categorized as Standard English.
Therefore, students can
understand well. However, the
vocabulary is not too much.
However, sometimes the words
will make students boring.
5. Theme There is a variety of themes Actually, the themes can attract
related to daily activities and their interest, but the activity in the
students’ interests. Hence, it will book is too much. Hence, it will
likely not make students get likely make them lazy to learn.
bored.

In order to strengthen the comparison between EFL textbook evaluation in 2013 curriculum and KTSP
curriculum, below is the textbook evaluation based on the criteria of a good textbook by McGrath.
Table 2. The Textbook Evaluation based on the Criteria of a Good Textbook by McGrath (2005)
No Criteria of a Good English Rings the Bell English on Sky
Textbook
1. practical consideration Due to the themes are related to The utterances in this can be
the daily activity and students’ implemented too in the daily
interests, it can attract them to get activity, but there are some words
involved in the classroom. that likely are not appropriate to use
Besides that, the utterances are in the daily activity.
made to be implemented in the
reality and easy to learn. Of
course, the utterances can be
implemented in the daily activity.
2. support for teaching and If the aim of the lesson is for If the aim of the lesson is to
learning improving speaking ability, this encourage students’ ability in four
book is the best choice. It is language skills, this book is the best
because it forces the students to choice. it is because there are a lot
think creatively and act it out with of practices in it. The teachers’ role
their speaking. The teachers must here is not too significant because
explain something the lesson the students can learn from the
before the students must learn. explanation in the book.
3. context relevance The context is relevance with the The context is relevance with the
topic and the reality. topic and the reality.
4. likely appeal to learners Teachers have a significant role to Teachers likely have less significant
explain the topic of each chapter role because though the teachers do
without telling them. It is because not come to the class, the students
this book is created to encourage will still be able to do something in
students’ motivation to get the class such as answering some
involved in the classroom. questions in the book.

Conclusion
Considering the analysis of the textbook evaluation, it can be concluded that the textbook entitled When
English Rings the Bell is good for encouraging students’ motivation to get involved in the classroom actively. Of
course, it is in line with the 2013 curriculum that applies students’ centered. It forces students to improve their
speaking skill. However, the teachers must work hard to teach because the textbook do not give a lot of
explanation about the lesson. While in the English on Sky, it can be concluded that it is good for students to
practice four language skills. The students can learn by themselves if their teachers do not come to the class.
However, their motivation cannot improve very well because the method still uses teacher’s centered and the
students still acts passively.
Actually, both textbooks are appropriate for each curriculum. However, there is significant difference if
it follows the curriculum. It is because the students tend to be forced by government to do actively in the class,
whereas they are still in the comfort zone in listening to the teachers’ explanation. As the conclusion, it is
worried that the students are not ready yet to implement the textbook in 2013 curriculum and reach the
expectation from the government to apply students’ centered.

252 st
The 61 TEFLIN International Conference, UNS Solo 2014
References
Garinger. (2010). How to Evaluate Textbooks. Retrieved January 24, 2014, from
www.cal.org/0210.garinger.html.
Kemendikbud. (2013). Buku Bahasa Inggris SMP Kelas VII. Retrieved October 31, 2013, from Kemendikbud:
www.republika.co.id.
McGrath, I. (2005). Material Evaluation and Designs for Language Teaching. Edinburgh: Edinburgh University
Press Ltd.
Muslich, M. (2010). Textbook Writing: Dasar-Dasar Pemahaman, Penulisan, dan Pemakaian Buku Teks.
Yogyakarta: Ar-Ruz Media.

Biodata
Eka Herdiana Susanto, S.Pd. is still a postgraduate student in Indonesia University of Education. She has
attended national seminar and published a proceeding in STKIP Siliwangi. She has been working as an
announcer in 107.1 K-Lite FM in Bandung. She has published her own novels and been writing for her new
novels. For the research, she is interested in professional writing both for education or literary work.

st
The 61 TEFLIN International Conference, UNS Solo 2014 253
 DESIGNING AN ESP SPEAKING FOR JOURNALISM CLASS – A CASE STUDY

Erlin Estiana Yuanti

English Program Vocational College Universitas Gadjah Mada

Abstract: Teachers of English for Specific Purpose or ESP need to design the appropriate course for a particular
group of learners (Hutchinson & Waters, 1987, p.21). Having only English language background, it is a
challenging task for the ESP teachers to prepare the materials and evaluation for the ESP classes. Moreover, in
Speaking for Journalism Class, the limited numbers of textbooks on the subject demands teachers’ creativity to
design the class. Nitu (2002, pp.154-157) mentioned three steps to design an ESP course: setting the objectives,
deciding the approach of language learning, and selecting materials and evaluation. This paper would like to
share ideas and invite many other ideas from fellow ESP teachers interested in ESP Speaking Class. It elaborates
and analyzes the implementation of the materials and evaluation of Speaking 3 for Journalism Class for English
Program students of Vocational College UGM 2012. The discussion is focused on the preparation, teaching
process and evaluation.

Keywords: ESP Speaking class, class design, materials, evaluation

Introduction
Based on Law No. 20 Year 2003 on National Education System, Vocational Education is expected to
direct the students to develop applied skills, to adapt to the certain field of work and to be able to create work
opportunity. In order to achieve these objectives, the curriculum in vocational college must be adjusted so that
the students can experience the skills they need based on their choice of profession. Based on this law,
English Program Vocational College Universitas Gadjah Mada offers not only English as the core of study, but
also English for professional orientations , i.e.: Tourism, Business Administration, Public Relation, Media/
Broadcasting, and English Language Teaching. Since English is learnt as a second language, there are still
English skill classes taught in five semesters, such as grammar, listening, writing, reading, pronunciation, and
speaking. Besides giving foundation for the mastery of English language, each of these classes is also taught to
prepare the students in taking their professional orientation class in semester three until five as well as later on in
the workplace. Speaking classes, for example, are designed as English for Specific Purpose (ESP) classes:
Speaking 3 focuses the speaking skills on media; Speaking 4 focuses on tourism; and speaking 5 focuses on
public relation.

Designing ESP Speaking 3 for Journalism Class

Speaking 3, as one of compulsory subjects focusing on English oral skills, has undergone several
improvements in its course design for the last two years. The reason for these improvements is the awareness of
need to practice the oral skill based on the professional orientation. From 1999-2012, Speaking classes were
taught as General English class where the students are given opportunities to drill their speaking skills in random
topics. Thus, in the new curriculum, speaking classes are treated more as ESP classes. This transition surely
demands teacher’s creativity and effort to design the class so that it fulfills the class objectives required by the
curriculum.
The paper is based on the writer’s experience teaching Speaking 3 at English Program Vocational
College UGM in 2013. The writer would like to share her experience in designing Speaking 3 class in three
steps, i.e.: preparation, the teaching process and planning assessment and evaluation.

1. Preparation
In the preparation stage of designing Speaking 3, there are some steps done, such as setting the
objectives, analyzing the target learners, and preparing the lesson plan and materials.

Setting the Objectives

The first step is setting the objectives. Ellis and Johnson stated that the course objectives are "the goals
of a course in English, as indicated by the need analysis, and expressed in terms of what the learner should be
able to do” (1994, p.221). This means that in order to set a learning objective, one should conduct a need
analysis to know the goals of the class, and one should also list down the learning outcome or what the learner
should be able to do at the end of the class. Speaking 3, along with the other compulsory subjects in the new
curriculum, is designed by all the lecturers of English Program Vocational College UGM in terms of the general
description of the class. It also has been determined that the focus of Speaking 3 is media. This is determined

254 st
The 61 TEFLIN International Conference, UNS Solo 2014
based on the observation of the target learners’ curriculum and their future jobs and also based on discussions
done with other teachers who design the other classes related to Speaking 3.
From this, the learning objectives and outcomes are also determined. For the learning objective,
students of Speaking 3 are expected to possess the skills required in becoming television reporter and news
anchor, while for the learning outcome, students are expected to be able to demonstrate the ability to use the
expressions in reporting an event or situation, understand the steps of making television reports and reporting an
event or interesting news as a television reporter in English, demonstrate the ability to conduct interview with the
informants well, understand the procedure of news production process and know the language of television news
anchor in English, and demonstrate the ability to read news in English well. These objectives and learning
outcomes of Speaking 3 show that the class is basically an ESP speaking class for journalism. These enable the
present writer as the teacher to design the syllabus, materials, learning process, and the evaluation.

Analyzing the target learners

The next step after setting the objectives and learning outcome is analyzing the target learners’
necessities to prepare the content and forms of the class. There are four questions that are usually asked before
starting to design an ESP course: who, why, where, and when. (Nitu, 2002, p.155). In Speaking 3 for
Journalism Class, the first question “who” refers to the target learners who are the students of English Program
from the year 2012. There are approximately 80 students taking this class, and they are divided into three parallel
classes. The next question “why” refers to the reason they have in taking this class. Since it is a compulsory
class, all students must take the class. In addition, this class is not only designed for the students who will choose
media for their professional orientation. It is expected to give additional skills for students whose professional
orientation choice is not in media. The question “where” refers to the location for the learning process. In
Speaking 3, the learning process is done in the classrooms mostly and in the TV studio owned by a Private TV
Station to provide opportunity for the students to observe directly as well as experience the real works of
television reporters and news anchor. The last question “when” refers to time of the Speaking 3 implementation
including its duration and frequency. Speaking 3 discussed in this paper was taught to the students from
September to December 2013. Since it is taught as a subject in regular semester program of formal education
institution, the length of course is sixteen meetings including the mid semester exam in the eighth and ninth
meeting, and final exam in the last meeting.
In addition to asking these four questions, in designing the course the teacher should also know the
learners’ level of proficiency in order to know what they do not know so that it could be covered in the class. All
the students taking Speaking 3 do not have any speaking or other classes focusing on media. Thus, it can be
assumed that the level of proficiency of the students is beginner level. This means that in designing the lesson
plan and materials, the teacher needs to consider putting introductory materials on journalism prior to teaching
the skills of news reporting and anchoring. Another aspect which needs to be considered is the learners’
necessities so that the teacher can design a class which is useful and interesting. This is a challenge for the
teacher since sometimes the students are not aware of their necessities. Speaking 3 for Journalism Class is a
compulsory subject for all the students of English Program 2012, but later on in the following semester not all of
these students will choose their major in media or journalism. This demands the teacher’s creativity in designing
the class as interesting as possible so that the students are enjoying all the learning process.

Preparing the Lesson Plan and the Materials

Once the learning objectives and outcome as well as the needs of learners are clear, the ESP teacher can
start preparing the lesson plan. Robertson and Acklam (2000, p.4) stated that planning a lesson is important for
some reasons. Planning is a sign of professionalism, and students respect professional teachers. Next, planning
provides opportunity for the teachers to tailor their material for teaching. Planning a lesson can also help teachers
ensure the points need to be included in the lesson and also help teachers to predict possible problems in the
class and ways to deal with them. This automatically will also make the teachers feel confident to teach in the
classroom.
Robertson and Acklam also stated that “a lesson plan is a framework for a lesson” (2000, pp.3-4). If a
lesson is associated as a journey, this framework provides a map which will take the students to the destination.
It is a written plan on a lesson produced by teachers’ thoughts about what they hope their student to achieve and
how they hope their students can achieve it. Based on this statement, it can be inferred that lesson plan can be
made by mapping the activities need to be carried out throughout the period of learning to achieve the objectives
and to ensure the learners are able to possess all the learning outcomes set in the curriculum.
The lesson plan for Speaking 3 class of English Program is designed more like a syllabus for sixteen
meetings. It is not in the form of detailed lesson plan which list all the details of the activities to be carried out in
each meeting along with the duration of time because there is always possibility for the teachers to do
improvisation. Van Lier (as quoted in Rahman, 2010, p.6) stated that there are two dimensions which should be

st
The 61 TEFLIN International Conference, UNS Solo 2014 255
balanced in teaching: planning for a lesson and improvisation. The term balanced is important to make sure that
the learning process is effective. Whenever a lesson is planned tightly without any space for improvisation or on
the other hand, whenever a lesson is entirely improvised without any planning, it is inevitable that the learning
process will not be an effective one.
In the first meeting, the students are introduced with the syllabus which gives illustration to the students
on what they are going to study and practice throughout the semester. There are two main objectives, i.e.:
becoming news reporter taught in the first half of the semester and news anchoring taught in the second half of
the semester. For the first half of the semester, there are four main skills taught from the first meeting until the
seventh meeting, such as (1) introductory materials on definition of news, news gathering and news preparation;
(2) making news scripts; (3) interviewing the source person; (4) techniques in reporting news. After each topic,
there is always time allotted for the students to practice the skills. The following skills taught in the second half
of the semester are: (5) news anchoring skills; (6) expressions used by news anchor; and (7) news production
process. There are fewer skills taught in meeting 10-16 because there are more time scheduled for students’
practice and final project preparation.
After the lesson plan is set, the next teacher’s task is to provide the materials to be taught as well as
drilling activities to be done in each meeting. The materials used in Speaking 3 are mostly compiled from
various sources, especially on news reporting and anchoring. This way of preparing the material is called as
material evaluation (Nitu, 2020, p.156). This materials evaluation is a handier choice for designing an ESP class
because it enables the teacher to choose from many available materials and combine them according to the class
needs or even change them according to the target learners.
For Speaking 3, the material evaluation is done firstly by browsing for ready materials in the internet.
There are books and also webs offering materials for journalism class. Based on what have been listed in the
need analysis of Speaking 3 and target learners aforementioned, the teacher decides to only take materials on
specific skills of news reporting and anchoring adjusted with each skills determined in the lesson plan. She
chooses to use ready materials provided by BBC News for the School Report (www.bbc.co.uk/schoolreport/),
and combined it with the authentic materials, such as news from several different English news program, both
national and international (www.youtube.com) and also printed newspaper (The Jakarta Post). In addition, the
teacher also plans a visit to a local TV station to give opportunity to the students to learn more from the
practitioners, such as the news reporter and news anchor. These are done based on the consideration that the
learners should also know more not only on the English language as the instrument to deliver the news, but also
on the content of the news and the needs to experience the skills related to news preparation and production. The
teacher mostly may only focus on the English language aspects, such as expressions, structures, and
pronunciation of the news. The class visit to the TV station is also important because the students need to know
not only the theory they learnt in the classroom, but also the practice in the real world. Videos on news programs
both national and international as authentic materials are also important to show the students more on the skills
aforementioned. As news reporter and anchor, they have to know not only the correct pronunciation and clear
articulation, but also the eye contact, pause, word grouping, intonation, etc. whenever they read the news. All
these materials are aimed at achieving the class objectives of Speaking 3 aforementioned.

2. Selecting Teaching Process

There are many teaching approaches in English language teaching. However, teacher of ESP needs to
consider which one is the best to be used for ESP classes. Nitu stated the communicative approach to language
teaching is the most appropriate teaching theory for an ESP class (2000, p.155). In communicative approach,
language learning is implemented through using the language communicatively rather than practicing the
language skills. As we know, ESP learners have specific needs in learning a foreign language. Thus, the teacher
needs to use this approach to reach the learners’ goals as it aims at helping the student to be communicatively
competent (Larsen-Freeman, 1986, p.131).
Communicative approach has many principles and methods that can be chosen by ESP teachers based
on what best fit both their intentions and their students’ expectations. In Speaking 3 that I taught last year, there
are some principles that I take. First, the target language is not just an object of study, but it is also the means of
communication during the course, so the learners are learning the language through using it. Second, it is
important for the teacher to introduce the authentic language and material to the students and get them exposed
to it as often as possible. Because the learners’ objective is English for specific profession, which in this case of
Speaking 3 is journalism, there are many authentic materials used in Speaking 3 to ensure they get the exposure
of English for Journalism. The next principle is the teacher acts as an advisor; this means that teacher should be
able to create tasks that involve real communication so that they are motivated in learning. All the skills of
English must also be covered in the class. There are several areas of skill covered in Speaking 3, such as writing,
listening, reading, and speaking skills. The writing skill is focused on the news script writing, while the listening
skills are done in the stage where the students are gathering news. Reading skills are also required when the

256 st
The 61 TEFLIN International Conference, UNS Solo 2014
students are gathering news. The speaking or oral skills are also highly required which comprise of vocabulary
mastery for journalism, pronunciation, stress and intonation.
In addition, Task-based Learning approach, in my opinion is also appropriate for ESP class, especially
in Speaking 3. Willis stated that there are three stages: pre-task stage, task cycle, and feedback, which is
interesting for the students as they are given the opportunity to get the materials first and then practice what they
have learnt, and they can also get the feedbacks on the tasks they performed (as quoted in Bowen, 2013, para.7).
Thus, eclectic approach might be the best approach for Speaking 3 since it combines different approaches, i.e.:
communicative approach and TBL approach.

3. Planning Assessments and Evaluation

The evaluations on students of Speaking 3 are not only done in the mid semester and final exam, but it
is also done throughout the course. After the students performed the tasks given, there are feedbacks to evaluate
what they are already able to do and what they need to improve. There is also a project done during the visit to
TV station where the students also get the feedbacks directly not only from the news reporter and anchor but also
from the producer since the students are also learning the news production process. For the mid semester exam,
the skill evaluated is focused on news reporting skill, while for the final exam, the skills evaluated are anchoring
skills and news production skills. The criteria for evaluation and assessment are accuracy, expressions, choice of
words, performance, and confidence.
In the last meeting of the class, there is a questionnaire distributed to the students to get feedback and
evaluation on the course so that the teacher can improve the class in the following year. Approximately 70% of
the students taking Speaking 3 stated that they can follow the class and achieve the class objectives. The rest
stated that media is not their passion, but so far they can follow the class although it is with less confidence and
motivation.

Conclusion
The paper shares and proposes steps of designing ESP Speaking 3 Class for Journalism in three parts:
preparation, selecting teaching process, and planning assessments and evaluation. There are more processes done
in preparation stage, such as setting the objectives, analyzing the target learners, and designing the lesson plan
and materials. All of these steps are related to each other and are flexible to be used in designing other ESP
classes. Hopefully, it brings benefits for other ESP teachers or course designers in planning their ESP classes.

References

Bowen, T. (2013). Teaching approaches: task-based learning.

Retrieved from hhttp://www.onestopenglish.com/support/methodology/teaching-approaches/ teaching-
approaches-task-based-learning/146502.article
Ellis, M., & Johnson, C. (1994). Teaching Business English. Oxford: OUP.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. A learning-centered approach. Cambridge
University Press.
Larsen-Freeman, D. (1986). “The Communicative Approach” in Techniques and Principles in Language
Teaching. Oxford University Press.
Nitu, C. R. (2002). Designing an ESP course - a case study. Miscellanea-Dialogos.Retrieved from
http://www.romanice.ase.ro/dialogos/06/27c_Nitu_Design.pdf. 154-157.
Rahman, M. M. (2010). Teaching oral communication skills: a task-based approach. ESP World Issue 1 27(9).
(pp. 1-11). Retrieved from http://www.esp-world.info
Robertson, C. & Richard A. (2000.) Action Plan for Teachers: a guide to teaching English. BBC World Service:
British Broadcasting Corporation.

Biodata
Erlin Estiana Yuanti works at the English Program Vocational College Universitas Gadjah Mada where she
teaches ESP English for both English and non-English majors. She has joined Propell Workshop for TOEFL iBT
teachers and is also interested in literature, instructional media and technology, language materials evaluation
and design, and ESP classes.

st
The 61 TEFLIN International Conference, UNS Solo 2014 257
 DESIGNING A MODEL OF ENGLISH LEARNING MATERIALS FOR ELEVENTH GRADE
VOCATIONAL HIGH SCHOOL STUDENTS OF VISUAL COMMUNICATION DESIGN
DEPARTMENT BASED-ON SCHOOL BASED CURRICULUM

Evi Puspitasari
PPB UMY

Abstract: This study is aimed to develop effective English learning materials in accordance with the school-
based curriculum of vocational secondary school (SMK), especially for Visual Communication Design
department. The result of this study is expected to overcome the problems related to English learning materials
which are less available for SMK. This study is Research and Development (R & D) and the purpose is to
develop a finished product which can be effectively used in the teaching and learning process (Borg & Gall,
2007). For steps of the research, needs analysis was the first thing to do. Second, the data are used as a source to
design the materials. Third, the materials were implemented. Fourth, after implementation, evaluation and
revision of developed materials were done. Data were collected using questionnaire, observation, and interview.
The observation and interview were analyzed qualitatively and the questionnaires were analyzed quantitatively.
Based on the research finding, the effective English learning materials consist of three sections. They are
warming-up tasks (Let’s get started), while-teaching tasks, and closing. In while-teaching tasks, there are two
sections namely Let’s Read and Write (written cycle) and Let’s Listen and Speak (oral cycle). The materials
provide grammar lessons in the written cycle, language function lessons in the oral cycle, and vocabulary lessons
in the both cycles. The effective materials are also supported by the effectiveness of the task components,
namely goal, input, activity, setting, learner role, and teacher role ((Nunan, 2004). The goal of the first section,
Let’s Get Started is to introduce the students to the topic of the unit. Let’s Read and Write is to help the students
able to use and comprehend written texts in daily life context. Then, Let’s Listen and Speak is to help the
students able to express and comprehend oral language in daily life context. Otherwise, the goal of the designed
materials is helping the students learn English related to their department and their future job. Pictures,
simplified texts, short dialogues, phonetic transcription, and situations given for role playing are the effective
input. The effective activities of the materials are answering questions, studying explanation texts, doing word
puzzle, matching, completing, imitating, and role playing. Working in pairs and in small groups became the most
frequent setting. The materials also give opportunity for the students to be active participants. The teacher as a
controller, organizer, helper and feedback giver plays the roles well and supports the students in learning
English.

Introduction
One of the fields for vocational high schools or SMK (Sekolah Menengah Kejuruan) in the curriculum
is Information Technology and Communication which is also well recognized as Visual Communication Design.
The field studies about how to deliver information through written and oral communication interestingly. The
graduate of this department is projected to be a professional in advertisement companies (Curriculum of SMK N
3 Kasihan for Visual Communication Design Department, 2008).
Because English is important in communication world, teaching and learning English in this department
play a crucial role. That is why it should be supported with a relevant English material. It is in line with Brown
(2001) who says that material is one of important supports to make the teaching and learning English successful.
The special material should be appropriate with their needs and interests. Therefore, to solve the problem,
research about designing a model of English materials for visual communication design department in a
vocational high school needs to be conducted.

Methods
This study belongs to research and development focuses on the product. The model for the
development is the combination between model X of Masuhara in Tomlinson (1998; 247) and Ellis’ model of
task evaluation in Tomlinson (1998: 228). First, need analysis is conducted in order to know what the students
want and need as a base to design a relevant material. Second, the goals and objectives are defined. Third, based
on the goals and objectives, syllabus for the material is designed. Fourth, the material starts to be developed.
However, before being implemented, expert judgment is needed to get feedback. Then, after that, the material is
revised based on the feedback from the experts. Fifth, the material is implemented. Sixth, valuable information
about the students’ responses is collected in order to make a good revision for the material by administering
questionnaire and interviewing some students. Seventh, the second draft of the material designed is written.

258 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Technically, there are two classes of eleventh graders in the department. Because of that, the
implementation is done twice. Therefore, information is also obtained from all students in the both class. It
makes the feedback rich and helpful to write the final draft.
For the setting, this research is done at SMK N 3 Kasihan, Bantul, Yogyakarta in eleventh graders of
Visual Communication Design department. The participants are all eleventh graders in that department. The
reason of choosing the school is that the researcher did her teaching practice there. Meanwhile, the idea of
selecting the eleventh graders is that they have more knowledge about the department compared to the tenth
students and more available than the twelfth graders.
In this research, there were two types of data collected. They are quantitative and qualitative data. The
quantitative data were obtained from questionnaires administered to the students which were given twice. The
first one was for need analysis and the second one was to identify their responses toward the materials after the
implementation. Meanwhile, the qualitative data was taken from the interview and class observation which also
aimed to support data in the questionnaire.

Findings and Discussion

English learning needs and learner needs of the eleventh graders of Visual Communication Design
The questionnaire which was in a multiple choice form was designed based on task components by
Nunan (2004) such as goal, input, activity, setting, teacher role, and learner role.
For the goal, the results showed that the students required English materials which introduced Visual
Communication Design terms and helped them use English communicatively in their work place later on. In
addition, because they still face national examination to graduate from the school, the goal has to be related to
the national curriculum. Moreover, the material has to follow the basic competences of the syllabus used.
In relation to the input, they need texts that the content is related to their department. For the length of
the text, they prefer a short one inserted with some terms used in their department about 200 words. To help
them understand the text, related pictures and relevant illustrations are required in the text. They also state that
they need language functions so that dialogues and monologues are also necessary to help them improve their
oral skill.
The students like challenging and interesting activities. They said that they would feel motivated by
doing challenging activities like doing crossword puzzle, completing a passage and arranging jumbled words to
be a good sentence. Additionally, to make them not bored, the activities should be various.
For the setting, they like doing exercises in a small group. It is because they can ask their friends when
they are stuck and do not understand the material. So, they prefer in group to individual works. In doing the
activities, sometimes the students find the difficulties. When it happens, they like asking the teacher to help
them. In addition, they are also open for the feedback given by the teacher.

The Characteristics of the Suitable Materials for the Second Grade Students
Each unit consists of four parts. They are the title of the unit, warming-up tasks, whilst-teaching tasks,
and closing tasks. The result is in line with Brown (2001) who states that the materials should be started from
activity that aims to engage the students to the topic and it is provided in warming up activities. The next part is
whilst-teaching tasks which consist of a whole-class work, a small-group and pair work, teacher talk, and
students talk (discussion). The result is in line with Brown’s procedure of teaching (2001: 151).
From the need analysis, it can be known that the students like learning English from the written cycle
(reading and writing) and then the oral cycle (listening and speaking). The need analysis result also shows that
the students feel learning the oral cycle is more difficult than the written one so that they want to start learning
the material from the written cycle. It is in line with Brown (2001: 253) who says that for second language
learners, an oral language is more difficult than the written one. So, it is better for basic learners who have
difficulty in listening to start learning English from the written cycle first.
In the written cycle, the students learn grammar focus and in the oral cycle the students focus on
language expressions. Vocabulary exercises are provided in both of oral and written cycle. It is supported by
Harmer (2001) who argues that the students need to learn language in three parts; grammar, vocabulary, and
language in use (language function).
After whilst-teaching, the last part of the unit is closing. In this section, the students will summary and
review what they have learned. It aims to check whether the students understand the material or not. This
objective is also supported by Brown (2001).
Each unit has goals that should be achieved. The goals of the materials are divided into two parts, a
written cycle goal and an oral cycle goal. Based on the first questionnaire result, the written cycle goal is that the
students are able to understand and use sentences in vocabulary and grammatically correct in written forms used
in a daily life context. Meanwhile, the oral cycle goal is that the students are able to comprehend and use oral
expressions related to the workplace where they are going to work later on. It is confirmed by Nunan (2004: 46)

st
The 61 TEFLIN International Conference, UNS Solo 2014 259
who states that the basic learners learn English to comprehend and use oral expressions related to the areas of
most immediate relevance. In other words, the goal concerns with students’ communication skill at the
workplace. It suits the purpose of English learning for SMK which states that students are prepared to be middle
class workers after they graduate from the school. It is in line with by Depdiknas (2006).
Based on the students’ needs that were gathered previously, the inputs should be related to Visual
Communication Design world. For getting started tasks, they chose pictures. It is also supported by Harmer
(2001). For written cycle tasks, they chose simplified texts related to Visual Communication Design and
advertisement world which are less than 200 words and some pictures which can help the students in
understanding the text. It is supported by Tomlinson (1998). For the oral cycle, they chose short dialogs and
phonetic transcriptions to train them pronouncing the words and sentences correctly. It is by Brown (2001) who
argues the students need to learn pronunciation in learning oral cycle.
For the activities, most of the students proffered answering comprehension questions for written cycle
activities. It is in line with Brown (2001) who states that it is important in productive skills (reading and
listening) to check the students’ understanding of the texts. How to check it is giving comprehension questions
then.
The oral cycle provides integrated activities of listening and speaking. The students chose imitating the
teacher and group discussion for the activities in that cycle. It is supported by the second language acquisition
(SLA) theory by Lightbown & Spada in Brown (2000). They state that second language learners learn target
language mainly through imitation. Discussing can also be called sharing. The processes involved are narrating,
describing, exploring, and explaining opinions and reactions. The use of discussion activity is supported by
Willis (1996) who claims that this kind of activity can train their comprehensive ability of reasoning, logical, and
analyzing.
The last activity is for production. The students should use grammar and language function that have
been learned in the daily life context without guidance from teacher. The activity of the production part is role
playing. It is confirmed by Nunan (2004) who considers that role playing is one of interesting activities. In
conclusion, effective inputs should have topics of interests to the learners and cover the standard of content as
well, as Tomlinson states in theories of SLA (1998: 2-8).
In terms of setting, working in pairs becomes the most frequent setting which is used in the tasks. It is
supported by Harmer (2001) who says that a pair work permits learners to interact with others and promotes
learners to be independent. Besides doing the tasks in pairs, they are usually doing the tasks in a group,
individual work, or even in a whole class. Group work is a suitable idea because it gives the learners
opportunities to interact with others. The statement is supported by Nunan (2004: 72). That is also supported by
Harmer (2001). Meanwhile, individual work is also one of settings provided in the materials. It is in line with
Harmer (2001). Otherwise, the use of a whole class work provides opportunities for the students to change in-
class role relationship between the teachers and the learners. It is supported by Nunan (2004).
The last component is teacher and learner role. Most of the students voted a feedback giver and a helper
for the teacher role. To help the students improve their English, the teacher should give feedback to their work.
So, they will know which part they should revise. It is confirmed by the SLA theory stated by Lightbown &
Spada in Brown (2000)

Conclusions and Suggestions

Learner needs and Learning needs
Based on the need analysis results, it is found that the students learn English to be able to comprehend
and use both oral and written cycles in their daily life (their department and their future job). Additionally, they
need English to support their background study and prepare their future job as a practitioner in advertisement
industry.
Inputs used should be suitable with what the students want and what they actually need. In the written
cycle which integrates reading and writing activities, they chose simplified texts which are less than 200 words
related to their major and their future job. To help them understand the text, relevant pictures and illustrations are
required. In the oral cycle which the skills are listening and speaking, the inputs are dialogues between two or
three people, pictures, and phonetic transcriptions to help them practice correct pronunciation of some words.
The tasks developed in the material are arranged in three sections, warming-up, whilst teaching, and
closing. The warming up section aims to attract the students’ attention toward the topic. Next, it is whilst
teaching which consists of presentation, practice, and production. The last one is closing where the students and
the teacher summarize and review the materials learned.
Speaking of the activities, in the warming up, they are matching name tags and pictures, describing the
pictures, and answering some questions that engage them to the topic. Then, in whilst teaching, the written cycle
activities are reading and answering the comprehension questions related to the text, doing crossword puzzle to
enrich their vocabulary, completing texts, matching pictures and descriptions of steps, and arranging jumbled

260 st
The 61 TEFLIN International Conference, UNS Solo 2014
sentences. Meanwhile, in the oral cycle, the activities are arranging, completing, practicing dialogues,
information gap, and group discussion. In this cycle, the students are also asked to imitate the teacher
pronouncing some words. Activities in production which the tasks are free guided are role playing.
Related to the teacher and learner role, in the first section the teacher helps the students comprehend the
material. Then, the teacher controls the students when they practice what they have learned. She helps them but
not as much as in the first section. After the students can practice by themselves, they do non-guided tasks called
a production part. They should use the grammar and language focus they have learned contextually. It demands
the students to interact with others and be active participants and the teacher give some feedback for their
performance.

The characteristics of the effective English learning materials

One of the characteristics of the effective English learning materials are the material is well constructed.
Each unit consists of the interesting title, warming up activities, whilst teaching activities, and closing. Then, the
whilst-teaching is constructed using three parts such as presentation, practice production. Moreover, the tasks
should be developed from the easiest to the hardest. In addition, the tasks are divided into two cycles, oral and
written.
Second, the terms and language functions used in the materials should be related to the department. All
words and functions are learned through material given. This special characteristic will help the students achieve
the goal of education.
This research aims at developing effective English materials for eleventh grade students of Visual
Communication Design department. In addition, there are some suggestions for the next implementation of
English materials that can be addressed to the materials developers, English teachers, and the students of Visual
Communication Design department.
a. Material developers
Based on the results of the research, the materials with a specific topic is effective in teaching and
learning process. It meets the student needs and interests. For other material developers, it is suggested to
develop similar materials in other specific topics based on the student needs and the present curriculum.
b. English teachers
Based on the results of the research, this kind of materials is more suitable for the students. Realizing
this fact, English teachers should compile their own materials that are similar to this research product adjusted
with the present curriculum so that they can give appropriate language input for the students.
c. The students of Visual Communication Design department
Based on the results of the research that the students can improve English skills (reading, writing,
listening, and speaking) and features (vocabulary, grammar, and language expression) using appropriate
materials, they should be more active in finding the materials that are suitable with their needs and actually
available in their surrounding area.

References
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San Fransisco: Addison Wesley
Longman, Inc.
Brown, H. Douglas. 2001. Second Edition Teaching by Principles: An Interactive Approach to Language
Pedagogy. San Fransisco: Addison Wesley Longman, Inc.
BSNP. 2006. Bahan Bimbingan Teknis Penyusunan KTSP dan Silabus Sekolah Menengah Kejuruan. Jakarta:
Depdiknas.
BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan
Menengah. Jakarta: Depdiknas.
Nunan, David. 2004. Task-based Language Teaching. Cambridge: Cambridge University Press.
Tim Penyusun. 2008. Panduan KTSP SMK N 3 Kasihan. Yogyakarta
Tomlinson, Brian. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University
Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 261
 THE ANALYSIS OF APPROPRIATE TEXTS IN READING COMPREHENSION SKILLS
AND STRATEGIES 4 TEXTBOOK FOR USE BY THE STUDENTS
OF THE ENGLISH DEPARTMENT OF UNESA

Fauris Zuhri
Universitas Negeri Surabaya
Kampus FBS Unesa Lidah Wetan Surabaya 60213, Indonesia
fauris.zuhri@ymail.com

Abstract: The present study is to analyse the appropriateness of content and development of texts in Reading
Comprehension Skills and Strategies 4 textbook for use by the students of the English Department of Unesa.
Based on result of research, it is concluded that the content and development texts, in terms of themes: they use
simple ideas; clause complexes: they use three kind of logical meaning consisting of elaboration, extension, and
enhancement; moods: they use synonymous of subjects consisting of reference, lexical cohesion, phrasal noun
cohesion, synonym, substitution position from subject to object, repeat of lexicon, and inference; and
transitivities: they use types of processes consisting of intensive, material, existential, verbal, mental, causative,
possessive, and behavioural. The lecturer and students’ verbal and non verbal expression as long as reading
comprehension class can assist the researcher to analyse the content and development of texts in Reading
Comprehension Skills and Strategies 4 textbook are appropriate for use by the students of English Department of
Unesa.

Keywords: text analysis, the appropriateness of content and development of texts in terms of theme, clause
complex, mood, and transitivity; and Reading Comprehension Skills and Strategies 4 textbook

Today, there are some reading materials available, such as: Start Learning English and English for Fun
for Elementary School, BSE (Buku Sekolah Elektronik), the School Electronic Book for Junior Middle School,
and Senior High School (Diknas, 2006), All Items English for Senior High School, and Reading Comprehension
Skills and Strategies 4 textbook (www.sadleback.com, 2002).
There were some researchers analysing texts. The Language Metafunctions of Texts used as English
Teaching Materials for Water Resources Engineering Students School of Engineering Universitas Brawijaya
done by Darmayanti (2012). The findings of research are that each text utilizes various language resources in
which text is structured in certain ways to achieve its objectives. The Quality of Model Written Texts in the
Recommended Senior High School English Textbook done by Rukmini (2009). The results reveal that only
eleven out of a hundred and fifteen reading texts are problematic in their rhetorical development. This indicates
that most of them achieve their respective social purposes and can be used as model texts. The Quality of
Reading Materials Used in the “English in Focus” Textbook for the Ninth Graders was done by Nugraha
(2012). The findings of research showed overall (readability, suitability, exploitability, and authenticity), the
quality of reading materials used in the textbooks is good. Topical Structure Analysis of English Education
Students’ Expository Essays done by Santihastuti (2012). The three findings of research showed that the first,
TSA is a fruitful framework for text analysis as it successfully identifies the problems of coherence in the
students’ essay. The second, the writing instructors need to train their students on how to apply TSA for
students’ self analysis. The third, TSA is seen as a good alternative teaching materials for student in learning
coherence since most writing books do not provide clear instruction of building coherence; instead they only
show the ways to use transitional signals or cohesive devices.
The research focuses on analysing appropriate texts in Reading Comprehension Skills and Strategies 4
textbook used by the English Department of Unesa through the theme, clause complex, mood, and transitivity.

Method
Researcher selected nine texts as the objects of research. Dealing with the technique of collecting data,
the researcher identified, classified, and selected texts from Reading Comprehension Skills and Strategies 4
textbook. To identify texts from Reading Comprehension Skills and Strategies 4 textbook, he read the table of
contents. Based on topics of reading materials, researcher selected nine texts from Reading Comprehension
Skills and Strategies 4 textbook. The technique of collecting data was done to find out the representative data. To
have the representative data, the researcher had a good preparation to analyse data.
After analysing data from classroom observation, the researcher analysed texts from Reading
Comprehension Skills and Strategies 4 textbook as the data of research. He conducted triangulation data through
intensive reading: read the text one by one to find out idea of each text, and through heuristic reading: used a

262 st
The 61 TEFLIN International Conference, UNS Solo 2014
clause divided to become theme and rheme, clause complex had logico-semantic relation: elaboration (a
relationship of restatement), extension (a relationship of addition and variation), and enhancement (relations with
time, condition, and cause). This is an intensive reading to find out theme of text.

Findings and Discussion

Findings
Based on text analysis, Reading Comprehension Skills and Strategies 4 textbook consists of various
themes. The various themes are animal, environment, family, sports, and etc. There are sub-skills in Reading
Comprehension Skills and Strategies 4 textbook consisting of identifying, classifying, comparing and
contrasting, recalling, making, recognizing, memorizing, using, mapping, categorizing, scanning, interpreting,
analyzing, and evaluating. The sub-skills used as references and were implemented to compose texts with
various themes.
To attract the students’ interest the content and development of texts consists of various themes giving
the students choices to select which themes they interested in. Based on their interesting reading materials can
motivate the students to become more active in reading comprehension class. The combination of external and
internal motivation encourages the students to achieve the purpose of reading comprehension.
The appropriateness of content and development of texts in Reading Comprehension Skills and
Strategies 4 textbook are simple texts consisting of one and two paragraphs. The texts are compiled with the
exercises. The appropriateness of content and development of texts of Reading Comprehension Skills and
Strategies 4 textbook refers to sub-skills: identifying, classifying, comparing and contrasting, recalling, making,
recognizing, memorizing, using, mapping, categorizing, scanning, interpreting, analyzing, and evaluating. Each
sub-skill has one until two texts compiling with exercises. Sub-skills are used as references to develop texts so
the appropriateness of content and development of texts and sub-skills are in line.
So there are four findings of the appropriateness of content and development of texts in Reading
Comprehension Skills and Strategies 4 textbook. The four findings are various themes, simple texts,
synonymous subjects, and type of processes. The appropriateness of content and development of texts are
reflected in four findings of texts in Reading Comprehension Skills and Strategies 4 textbook.

Discussion
This discusses appropriateness of content and development of themes and its implication in Reading
Comprehension Skills and Strategies 4 textbook for use by the students of the English Department of Unesa.
The researcher reports the findings as the result of research. He reports the findings of appropriateness of content
and development of theme and its implication in reading comprehension class.
Reading comprehension class found appropriateness of content and development of theme in Reading
Comprehension Skills and Strategies 4 textbook. Appropriateness of content and development of themes relate
with improvement of reading materials (texts). The content and development of themes of texts consist of single
theme: topical theme in text 1 and 8, multiple theme: attitudinal theme (interpersonal theme in text 3) and
conjunctive theme (textual theme in text 2, 9, and 10), both theme (topical, interpersonal, and textual in text 11);
unmarked theme: subject/theme [declarative] in text 1 and 8, WH/theme [WH-interrogative] in text 4,
finite/theme [interrogative] in text 5; predicated theme: theme (It + be + ....) in text 6, and rheme (that/who ...) in
text 7.
This discusses appropriateness of content and development of clause complexes and its implication in
Reading Comprehension Skills and Strategies 4 textbook for use by the students of English Department of
Unesa. Reading comprehension class found appropriateness of content and development of clause complexes in
Reading Comprehension Skills and Strategies 4 textbook. Appropriateness of content and development of clause
complexes show logical meaning of texts in Reading Comprehension Skills and Strategies 4 textbook.
Texts in Reading Comprehension Skills and Strategies 4 textbook consist of majority of parataxis (text
1, 2, and 3) than hypotaxis. Clauses have coordinative relationship in parataxis. In hypotaxis, clauses have sub-
ordinative relationship. Logico-semantic relation – expansion shows in texts 1, 2, and 3. Those texts have
elaboration (relationship of restatement or equivalent), extension (relationship of addition and variation), and
enhancement (relations with time, cause and condition).
This discusses appropriateness of content and development of moods and its implication in Reading
Comprehension Skills and Strategies 4 textbook for use by the students of the English Department of Unesa.
Reading comprehension class found appropriateness of content and development of moods in Reading
Comprehension Skills and Strategies 4 textbook. Appropriateness of content and development of moods relates
with student/learner center in activities of reading comprehension class. Reading comprehension class has two
subjects: lecturer and student. Each subject has his own activity. Both of subjects have activities, so subjects and
their activities have relationship each other.

st
The 61 TEFLIN International Conference, UNS Solo 2014 263
 Texts in Reading Comprehension Skills and Strategies 4 textbook have subjects. Each clause in texts
has subject, one text may have one (singular) subject, another texts may have plural subjects (more than one
subject). Appropriateness of content and development of mood shows subject and finite have closed relationship.
Singular subject has singular finite and plural subjects have plural finite. Majority singular subject and finite
show in text 1 and 2, plural subjects and finite show in text 3.
Based on Shanon and Weaver (1949: 7) (see chart 4), communication chain, students and textbook have
same role, noise sources. Student/learner center point of view differentiates students and textbook, students as
internal factor and textbook as external factor. Noise sources: students and textbook are important for lecturers’
understanding to think more objective in reaching the purpose of reading achievement. Lecturer makes and
prepares syllabus and lesson plan, so appropriate texts are going to help him/her to reach the purpose of reading
achievement.
This discusses appropriateness of content and development of transitivities and its implication in
Reading Comprehension Skills and Strategies 4 textbook for use by the students of the English Department of
Unesa. Reading comprehension class found appropriateness of content and development of transitivities in Receiv
Reading Comprehension Skills and Strategies 4 textbook. Appropriateness of content and development of
transitivities shows type of processes (in text 1 – 11) of reading comprehension class.
There are some activities of reading comprehension class. It is better to start reading comprehension
class with selecting appropriate texts (in terms of transitivity or process of type) as reading materials.
Appropriate texts can increase learning opportunity to reach the purpose of reading achievement, on other hand
inappropriate texts can decrease learning opportunity to reach the purpose of reading achievement.

Conclusion and Suggestions

The text analysis reveal that the content and development of texts in Reading Comprehension Skills and
Strategies 4 textbook are appropriate for use by the students of the English Department of Unesa. To fulfil sub-
skills, the contents of themes of texts are single theme, multiple themes, unmarked theme so the developments of
texts are single theme (topical theme: text on page 89), multiple themes (textual theme: text on page 90,
interpersonal theme: text on page 92), and Reading Comprehension Skills and Strategies 4 textbook consists of
various numbers of texts. Though the content and developments of texts are simple but the texts have
comprehensive or content rich. Content rich means that the texts deliver comprehensive information for the
students.
The content and development of themes in Reading Comprehension Skills and Strategies 4 textbook are
appropriate for use by the students of the English Department of Unesa. The contents of theme or idea are single
theme, multiple themes, and unmarked theme so the developments of themes to become texts are in line with the
kind of themes. The content and development theme consist of topical theme, interpersonal theme, and textual
theme. Theme in a primary clause has the grammar of textual meaning with theme in secondary or following
clauses use: categorical themes (topical theme, textual theme, and interpersonal theme).
The content and development of clause complexes in Reading Comprehension Skills and Strategies 4
textbook are appropriate for use by the students of the English Department of Unesa. The content and
development of clause complexes use system of taxis and logico semantic relation. The system of taxis uses
parataxis and hypotaxis. Majority of texts consist of parataxis rather than hypotaxis. Logico semantic relation
consists of projection and expansion. Projection consists of locution and idea. Expansion consists of elaboration,
extension, and enhancement. Elaboration is the relationship of restatement. The clause complex in a primary
clause has the grammar of logical meaning with clause complex in secondary or following clauses use logico-
semantic relation (elaboration, extension, and enhancement).
The content and development of moods in Reading Comprehension Skills and Strategies 4 textbook are
appropriate for use by the students of the English Department of Unesa. The content and development of moods
use synonymous of subjects consisting of reference, lexical cohesion, phrasal noun cohesion, synonym,
substitution position from subject to object, repeat of lexicon, and inference.
The content and development of transitivities in Reading Comprehension Skills and Strategies 4
textbook are appropriate for use by the students of the English Department of Unesa. The content and
development of transitivities use types of processes consisting of intensive Process, material Process, existential
Process, verbal Process, mental Process, causative Process, possessive Process, and behavioural Process.
Based on the findings and the discussion, the researcher underlines that the suggestions are addressed to
other researcher specifically English lecturers for continuing research in this issue, and to the students of English
Department for constructing effort to reach optimal result of learning reading.
A further research which might be designed as text analysis should focus on writing materials through
classroom observation and interviewing the lecturer and the students. The text analysis in writing materials
would assist the lecturer or researcher to analyse them, primarily to select and develop theme, clause complex,

264 st
The 61 TEFLIN International Conference, UNS Solo 2014
mood, and transitivity; to improve comprehensive listening, speaking and writing materials. So, reading
materials, listening, speaking and writing materials are in line to increase the quality of learning materials.

References
Darmayanti. Rita. 2012. The Language Metafunctions of Texts used as English Teaching Materials for Water
Resources Engineering Students School of Engineering Universitas Brawijaya (Thesis). http://karya-
ilmiah.um.ac.id/index.php/disertasi/article/view/1859.
Departemen Pendidikan Nasional. 2003. Dokumen Kurikulum 2004. Standar Kompetensi Mata Pelajaran Bahasa
Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta, tahun 2003.
Eggins, Suzanne. 2004. An Introduction to Systemic Functional Linguistics. 2nd Edition. London: Continuum
International Publishing Group.
Nugraha. Deni Sapta. 2010. The Quality of Reading Materials Used in the “English in Focus” Textbook for
Ninth Graders (Thesis). http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/7955
Rukmini. Dwi. 2009. Linguistika Vol. 16, No. 30. ‘The Quality of Model Written Texts in the Recommended
Senior High School English Textbook’. Jakarta.
Santihastuti. Asih. 2012. Topical Structure Analysis of English Education Students’ Expository Essays (Thesis).
http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/18570
www.sdlback.com. 2002. Reading Comprehension Skills and Strategies Level 4. Saddleback Educational
Publishing Three Watson Irvine, CA 92618-2767.

Biodata
Fauris Zuhri is English lecturer in English Department of State University of Surabaya. He has already written
some articles and published in Inovasi of Wijaya Kusuma University of Surabaya, Humanis of Univeristy of
Darul Ulum Lamongan East Java, Stilistika of Univeristy of Muhammadiyah Surabaya, and Parole of Univeristy
of Diponegoro Semarang.

st
The 61 TEFLIN International Conference, UNS Solo 2014 265
 DEVELOPING MODEL FOR TEACHING PARAGRAPH WRITING
USING THEMATIC PROGRESSION PATTERNS
WITH JINGLE BUTTON TECHNIQUE

Farikah
Universitas Tidar (Tidar University)
Farikahfaradisa@gmail.com

Abstract: writing is a productive skill. A good writing is one that is cohesive and coherent. Cohesion and
coherence are essential textual components to create organized and comprehensiveness of the texts. To be able
to write a good text, it needs some degree of organization and planning. This research and development approach
was intended to develop a model for teaching paragraph writing using thematic progression patterns with jingle
button technique. The subject of this research was the students of English Department of Tidar University of
Magelang (UTM). This research was conducted in three phases. The first was the exploration phase which
consists of evaluating the model of teaching paragraph writing used in English Department of UTM. The second
was the prototype development phase where the prototype model was developed. The last was testing phase. The
results of the research indicated that the lecturing model was used dominatly in teaching paragraph writing. In
addition to that, thematic progression patterns with jingle button technique was needed and effective for teaching
paragraph writing. These findings recommended that thematic progression patterns with jingle button technique
(TP-JB model) could be adopted as a model for teaching paragraph writing.

Keywords: Thematic Progression Patterns, Jingle Button, Research and Development, Paragraph Writing

Introduction
Writing is one of the language skill that has high complexity. With all complexities of writing, the
students of English Department of Tidar University of Magelang (UTM) face many problems. Organizing and
expressing ideas are the main problems which are faced by the students in creating a good text. A good text is
one that is cohesive and coherent. To be able to write a good text, it needs some degree of organization and
planning.
To solve the problems mentioned above, it is important to introduce the students to the easiest ways to
develop coherent paragraphs. One of the ways to make the students easy to develop and organize a text (a
paragraph) is by introducing thematic progression patterns (theme-rheme negotiation). Thematic progressions
patterns refer to the way in which the theme of the clause may pick up, or repeat, a meaning from a preceding
theme or rheme (Paltridge, 2000: 40).
Organizing the first elements of clause, i.e. theme, plays an important role in writing; and the students
must be aware of it. It will show the prominence of the message. In other words, the students’ writing will be
more cohesive and also the message being conveyed will be easier to be understood by the readers. As Fries said
in his research (1997: 230-243), that both native English speaking and non-native English speaking students
have difficulties ordering the words in their sentences. Further, he states that teachers often experience
difficulties in explaining to the students how they should order the information in their sentences. Related to the
fact, two concepts are helpful in the task. They are theme and information focus. Dealing with thematic
progression, Martin and Rother in Paltridge (2000: 140) state, there are three main patterns of thematic
progression. They are as follows.

(a) The Theme Re-iteration/Constant Theme Pattern

In this pattern, the element of the preceding clause is the same as the subsequent clause.
This pattern is as follows.
Theme1 Rheme1

Theme2 Rheme2

Theme3 Rheme3

Theme4 Rheme4

Theme5 Rheme5

Theme6 Rheme6

266 st
The 61 TEFLIN International Conference, UNS Solo 2014
(b) The Zig- Zag Pattern
In this pattern, the Rheme of the preceding clause contains an element which becomes the Theme of
subsequent clause. The pattern is as follows.
Theme1 Rheme1

Theme2 Rheme2

(c) The Multiple Theme Pattern

In this pattern, the Theme of one clause introduces a number of different pieces of information, each of
which is then picked up and made in subsequent clause.
Theme1 Rheme1
Theme2 Rheme2
Theme3 Rheme3
Theme4 Rheme4
Theme5 Rheme5
Theme6 Rheme6
Theme7 Rheme7
Theme8 Rheme8

In addition to that, to make the teaching-learning activity effective and the students active and
competitive, jingle button technique as a part of cooperative learning methods is considered as a good technique
in teaching writing. As Slavin (1996) states that cooperative learning refers to instructional methods involving
small heterogeneous group working together, usually toward a common goal. Dealing with jingle button
technique, Kagan (1992) states that Jingle Button is a kind of structural developing of mutual relationship
between members based on the same interest.In line with Kagan, Millis and Cottell (2011; 1) state that Jingle
Button is kind of cooperative learning activity in which students are given with chips that have function to allow
the holder to exchange information, have contribution in discussion.
Based on the above consideration, Thematic Progression Patterns with Jingle Button Technique (TP-
JB) was developed as a model for teaching paragraph writing as well as an alternative solution for the lecturers
of paragraph writing in overcoming the students’ difficulties in developing paragraphs.

Method
Following Gall and Borg (1983: 775), this study applied Research and Development approach which
involved the lecturers and the students of paragraph writing classes of English Department of Tidar University of
Magelang. The main purposes of this study were to find out the existing model of teaching paragraph writing,
and to develop a model and to find its effectiveness in teaching paragraph writing. This model was expected to
facilitate the students of paragraph writing classes in developing and organizing the paragraph. Apart from this,
this model could also create effective teaching-learning activities of paragraph writing classes.
In analyzing the results of observation and interview as qualitative data, the writer applied followed
constant comparative method developed by Glaser and Strauss (1999). This method consisted of four stages.
They were comparing incidents applicable to each category, integrating categories and their properties,
delimiting the theory, and writing the theory. In addition to that, to analyze the results of test as quantitative data,
the writer applied paired sample t-test. It was to compare the results of the students’ competence in developing a
paragraph based on pretest and posttest of paragraph writing that were given before and after the treatment.

Findings
Concerning the objective of this study, the research findings and discussion are presented according to
the research questions.

Profile and Quality of the Existing Model

The research was conducted in five classes of fourth semester students of English Department of Tidar
University of Magelang from March up to July 2013. Based on interview and observation data, the lecturers
applied the lecturing and individual technique during teaching-learning process of paragraph writing class. 75%
of the students state that the lecturers applied lecturing and individual technique during teaching-learning

st
The 61 TEFLIN International Conference, UNS Solo 2014 267
activities of paragraph writing class. Some students stated that the instruction was not clear because the lecturers
explained the material too fast. It did not make the lesson focused and the students were busy talking to each
other during the teaching-learning process. They did not pay good attention to the lesson. Finally they found
some problems in writing class; especially they got difficulties in developing paragraphs (texts).
From the above findings, it is strongly suggested that the new model of teaching should be able to make
the students easier to organize and develop paragraphs (texts). Besides, the model of teaching paragraph writing
should make the instruction clear and focus, and it can facilitate the students to be active and competitive.
Finally, the model is expected to be able to create effective teaching.

The Effectiveness of Thematic Progression Patterns with Jingle Button Technique

(TP-JB Model)
To know the effectiveness of thematic progression patterns with jingle button technique (TP-JB) in
teaching paragraph writing especially related to the students’ competence in developing a paragraph, the writer
used writing test. The objective of the study is to examine whether or not there is significant difference of the
competence in developing a paragraph of the English Department students of UTM in the academic year
2012/2013 before and after the implementation of thematic progression patterns with jingle button technique
(TP-JB). The hypothesis testing is set on the level of significance of 0.05. The null will be rejected if the t-test
results is higher than t-table. The results of the computation can be seen in following table.

Table 1. T-test Summary Result

Source Df t-test t-table
Between Group N-1 12.069 2.06

From the above table, it is seen that t-test is 12.069 and the t-table is 2.06. It means that t-test is higher
than t-table with the significant level 0.05. Therefore the null hypothesis (Ho) which states there is not
significant difference of the competence in developing a paragraph of the English Department students of UTM
in the academic year 2012/2013 before and after the implementation of thematic progression patterns with jingle
button technique (TP-JB) is rejected and altlernative hypothesis (Ha) is accepted. In another way, it can be said
that there is significant difference of the competence in developing a paragraph of the English Department
students of UTM in the academic year 2012/2013 before and after the implementation of thematic progression
patterns with Jingle Button Technique (TP-JB).
After the difference between the pretest and posttest is found out, the next
step is to investigate to what extent thematic progression patterns with jingle button technique (TP-JB) can
give good effects on the competence in developing a paragraph of the English Department students of UTM in
the academic year 2012/2012. The paired sample t-test. It was to compare the results of the students’
competence in developing a paragraph based on pretest and posttest of paragraph writing that were given before
and after the treatment.The results of paragraph writing tests before and after the implementation of TP-JB (Pre-
test and Posttest) could be seen in the following chart.

The Results of Pretest and Posttest

16
14
12
10
8
6
4
2
0
18-20 15-17 12-14 6-11 1-5

Series 1 Series 2

Figure 1. Comparison of Pretest and Posttest Score

268 st
The 61 TEFLIN International Conference, UNS Solo 2014
Discussion
The main purposes of this study were to find out the existing model of teaching paragraph writing, and
to develop a model and to find its effectiveness in teaching paragraph writing. Based on research data, the
lecturers applied the lecturing and individual technique during teaching-learning process of paragraph writing
class. The students state that the lecturers applied lecturing and individual technique during teaching-learning
activities of paragraph writing class. In line with the findings, it is strongly suggested that the new model of
teaching should be able to make the students easier to organize and develop paragraphs (texts). Besides, the
model of teaching paragraph writing should make the instruction clear and focus, and it can facilitate the
students to be active and competitive. Finally, the model is expected to be able to create effective teaching.
Thematic Progression Patterns with Jingle Button Technique (TP-JB Model) is offered as an alternative model
for teaching paragraph writing class in English Education Department. It proves that TP-JB model is effective
for teaching paragraph writing.
Based on the proses of implementing this model, it can be seen that through thematic progression
patterns the students can recognize theme-rheme applied in each clause or clause complex. Based on the theme
or rheme, the students can develop the next clause or clause complexes based on the previous theme or rheme to
make the paragraphs coherent. Dealing with thematic progression patterns, there are three ways or three patterns
the students can apply. It can be theme re-iteration/constant theme patterns, zig-zag or multiple theme patterns.
As Martin and Rother state in Paltrige (2000: 140), that in re-iteration theme patterns, the element of the
preceeding clause is the same as the subsequent clause, in zig-zag the rheme of the preceding clause contains an
element which becomes the theme of the subsequent clause and in the multiple theme patterns, the theme of one
clause introduces a number of different pieces of information, each of which is then picked up and made in the
subsequent clause.
In completing thematic progression patterms in teaching paragraph writing, the writer has also
implemented jingle button technique as one technique of cooperative learning methods. This combination model
improves the students’ competence in developing the paragraph. This research is supported by Slavin and
Cooper’s research (1999). It is stated that cooperative learning is to enhance the academic achievement by
providing the students with increased opportunities for discussion, learning from each other, and by allowing
them to divide up tasks in ways that tap into their academic strengths. Through this, it can increase the academic
achievement of all students while simultaneously improve intergroup relations among students of different racial
and ethnic backgrounds.
Based on the above explanation, it can be concluded that thematic progression patterns with jingle
button technique (TP-JB model) is an effective model for teaching paragraph writing, especially in dealing with
the students’ competence in developing a paragraph. It is because through this model the students are trained to
develop a paragraph by presenting the first clause or sentence. Through this, the students are expected to develop
by taking the elements of the previous clause or sentence. In additition to that, combining thematic progression
patterns (TP) with jingle button technique (JB) is needed since in JB, the students are trained to work in a group,
to cooperate and share ideas, problems or opinions in their groups. It has social benefit as well as academic since
one of the essential elements of JB is the development of social skills.

Conclusions
Based on the finding and discussions of the research data, the conclusions are formulated as follows.
Thematic Progression Patterns with Jingle Button Technique (TP-JB Model) was effective for teaching
paragraph writing. There is a significant difference of the competence of the English Department students of
UTM in 2012/2013 academic year in developing a paragraph before and after the implementation of thematic
progression patterns with Jingle Button Technique (TP-JB). Based on the data of pretest and posttest of
paragraph writing, t-test is higher than t-table. After the implementation of TP-CL, the students’ competence in
developing the paragraph is better.

References
Fries, P. 1997. ‘Theme and New in Written English’. In Tom Miller (Ed)Functional Approaches to Written Text.
Classroom Application P. 230-243 Washington: United State Information Agency.
Gall, M.D and Borg, W.R. 1983. Educational Research: An Introduction. New York & London: LOngmman
Glaser, B.G. and Straus, A.L. 1999. The Discovery of Grounded Theory: Strategies for Qualitative Research.
London: Aldine Transaction.

st
The 61 TEFLIN International Conference, UNS Solo 2014 269
Kagan, S. (1992). Cooperative learning. San Clemente, CA: Kagan Publications.
Millis, B. J. & Cottell, P. G. Jr. 1998. Cooperative learning for higher education faculty. Phoenix,AZ: American
Council on Education & Oryx Press
Paltridge, B. 2000. Making Sense of Discourse Analysis. Sydney: Gerd Stabler.
Slavin, R.E. 1996. Research on Cooperative Learning and Achievement: What we know, what we need
to know. Contemporary Educational Psychology.
Slavin, R.E., and Cooper, R. 1999. Improving Intergroup Relations: Lessons Learned from Cooperative
Learning Programs. Journal of Social Issues. Vol. 55 1999. www.cooperative learning. Html.
(accesses 11/10/2012).

270 st
The 61 TEFLIN International Conference, UNS Solo 2014
 BRINGING ENGLISH IN LANGUAGE CLASSROOMS

Flora Debora Floris

Petra Christian University, Surabaya - Indonesia

Abstract: English is now well-established as an international language of transnational and intercultural

communication. The number of speakers is now estimated to be about two billions in varying degrees of
competencies, and nonnative speakers (NNSs) of English outnumber native speakers (NSs) by a ratio of 3:1
(Crystal, 2003). One of the obvious effects of the global spread of English is that English, the living language,
has inevitably changed in order to suit the diverse social contexts in which it is used (Crystal, 1997). As English
has spread all over the world, there has been recognition of the new varieties of English that have emerged in
outer and expanding countries. This current state has generated a series of questions surrounding language
teaching pedagogy: Is there any standard English? Which language variety or varieties should be taught?, Who
should be the ‘model’ English speaker?, Is it necessary to introduce Englishes in language classroom?. This
presentation aims to discuss these issues by highlighting the diversity of English and the diversity of its users.
Finally the presentation demonstrates how classroom teachers as agents of change should take on board
awareness raising activities in the recognition of the varieties of English.

Introduction
English is the world’s leading “global language” (Crystal, 2003, p. 1). Kachru (1986, 1996) captured
this phenomenon in his Three Concentric Circles of English which includes the Inner Circle, the Outer Circle,
and the Expanding Circle. The Inner Circle refers to countries, such as the United Kingdom, the United States,
and Australia, where English is primarily used as a mother tongue or native language (ENL). The Outer Circle
refers to countries where people use English alongside their mother tongue as a means of official comunication.
Countries lying in this circle include Singapore, the Philippine, and India. In general, the use of English in this
circle has a long history from colonial periods (Kachru and Nelson, 2000). The expanding circle includes
countries such as Indonesia, China, and Saudi Arabia where English may be employed for limited purposes. This
circle, however, represents the largest expanding numbers of English speakers in today’s world (Crystal, 2003).
It is estimated that the number of nonnative speakers of English is as double or quadruple the number of
native speakers worldwide (Kachru, 1996). Graddol (2006) estimates that there are currently around 350 million
Native English Speakers (NES), as opposed to over a billion Non Native English Speakers (NNES). He predicts
that the number of NNES will double by 2020, whereas the number of NES will remain relatively stable.
The spread of English has brought some changes in the language especially in terms of the variety of
English (or Englishes) and the role of its speakers. This changing trend of English should be considered by
English language teachers (and curriculum / material developers) in their teaching (Jenkins, 2006). This paper
will address two major issues related to the emerging Englishes, namely (1) which variety varieties (and speaker
role model) that should be introduced to students in their second or foreign language classrooms and (2) how
teachers should introduce these Englishes to their students.

Which English Variety? Which role model?

In light of the worldwide spread and use of English, we have seen that there is a huge diversity of
English varieties in the world today spoken by English speakers mostly living in the Outer and Expanding Circle
countries.Some of the varieties are Singaporean English, American English, British English, Indian English, and
Nigerian English. Among those varieties, which one should be considered as the Standard English? Many people
think that American or British English is a standard variety that should be taught in language classrooms.
McArthur (2003, p. 442) states that Standard English has at “least three identifying characteristics: 1) It
is easiest to recognize in print because written conventions are similar worldwide. 2) It is usually used by news
presenters. 3) Its usage relates to the speaker’s social class and education.”The problem is that there is no world-
recognized governing body that determines what Standard English is; thus the definition is open to interpretation
and each community might come up with their own decision of what Standard English is about. In short,
Standard English is not easy to define as there is no official world-wide consensus or agreement of what
Standard English is.
Many people are in their opinion that learners of English need to have NESs as their role models. Stern
(1983) as cited in McKay (2003, p. 6), for example, states that “native speaker’s competence, proficiency or
knowledge of the language”should be the point of reference for language learners. Some people believe that
English belongs to Americans or British as its native speakers. That is why American or British people are the
best models or the best teachers for the language.

st
The 61 TEFLIN International Conference, UNS Solo 2014 271
 It should be argued that in this era of global English, aiming to be like native-speakers is not viable.
English is used mostly by NNESs for purposes which might be different from NESs. The majority of our EFL
learners might not use their English for communicating with Americans, doing business in New York or for
visiting London Bridge. NNESs use English mostly to communicate among themselves for their own purposes in
their own context (McKay, 2003).
Another reason is because English is spoken by so many people which means that it now has become
everybody’s language. It is no longer the property of native speakers because first, second and foreign speaker
have the rights to “add to it, modify it, play with it, create in it, ignore bits of it” (Crystal, 2000, p. 5).
Considering the number of English speakers in the world, it is NNESs who will have the main responsibility for
the ways in which the language is used, maintained, taught and learned (Jenkins, 2007 and Seidlhofer, 2005).
English that language teachers advocate should not be chained to inner-circle communities only.
Limited exposure to varieties of English may cause learners to get confused or to resist linguistic variations when
they encounter varieties of English in authentic contexts (Matsuda, 2003). Teachers need to show that there are
English varieties and all of them are highly valued.
Should our students get exposure to all of English varieties in the world? In general, English speakers
are expected to be able to communicate in local / national and international levels. There is a need for mutual
intelligibility within a region / country and across countries.
In many cases, American and British English varieties are still considered the most established varieties
that are popular and acceptable in many international contexts. The established varieties here refer to “English
varieties that are codified, are used for a wide variety of communicative functions (so that students can learn to
do what they need/want to do in English) and are relatively well accepted in different kinds of international
contexts as well as different realms of use (e.g. business, academia and entertainment)” (Matsuda, 2012, p. 22).
The established varieties need to be introduced to learners of English because such varieties enable the users to
cover more (or wider) communicative functions (Matsuda, 2012).
In addition to the established variety, one or a couple of other varieties should also be introduced to
learners of English. The choice of which particular varieties should be selected as the instructional model will
obviously depend on two major factors, namely students’ context or needs and the focus or the goal of the
language classrooms. To this, Renandya (2012, p. 5) provides an excellent example: “When teaching a group of
business people from Thailand who have business dealings with business people from Singapore, it makes sense
to include teaching materials that depict features of Singapore English commonly used by Singaporeans in
business settings”.

How to Introduce Englishes in Language Classrooms?

There appears to be some concerns about how to introduce Englishes in language classrooms. The
major concerns seem to be related to the availability of English varieties especially non-native varieties and the
aspect of material development.
With the rapid growth of computer and internet applications, teachers will find many Internet sources
offering millions of speech samples of speakers around the world. The International Dialects of English Archive
(http://web.ku.edu/~idea/), for example, provides more than 1,000 recordings by people (natives) living in 100
different countries. For Asian region, this website offers recordings from 20 different countries including
Indonesia, Vietnam, Japan and Thailand.
These are some ideas on how to use the audio files in language classrooms:
1. Students are asked to search English speakers that they think are good. Students then present their choices as
well as provide analysis on their selected speakers’ language qualities.
2. Students are asked to choose several English speakers coming from different countries. These speakers will
then be analysed on pre-determined dimensions such as based on the vocabularies and the grammar used.
3. Students are assigned to compare and contrast native varieties to the non-native varieties.

Another idea is for students (and teachers) to watch international news on similar topic which are
broadcasted on different TV stations, for example, CNN (US), BBC (UK), Channel NewsAsia(Singapore), and
Al Jazeera (Qatar). Students are then asked to spot the differences and similarities of the news on pre-determined
dimensions such as based on the vocabularies and the grammar used by the reporters. Online or
printednewspapers such as Bangkok Post (Thailand), People’s Daily (China), The Korea Herald (South Korea),
and Daily Nation(Kenya) can also be used for this activity.
Literary texts can also be used to introduce Englishes in language classrooms because such texts always
present authentic language use and a wide variety of cultural values reflecting the diversity Englishes (see Floris
and Chanpermpoonpaul, 2002 for some sample activities). There are many poems, short stories and novels
written in English by both NESs and NNESs. Some international authors who come from non-English
background are Chinua Achebe (Nigeria), Karim Raslam (Malaysia), and Agnes Lam (Hong Kong).

272 st
The 61 TEFLIN International Conference, UNS Solo 2014
 More proficient (advanced) learners can also be required to engage in focused English conversations
with other students (and teachers) from other countries. Edmodo, Skype, or other online communication
applications offer a “physical” space for students (and teachers) to converse in English. Some of the common
global issues, such as globalization, technology, nature, health, world peace, and gender differences can be
discussed in such a safe and supportive environment.
There are many other ways to bring Englishes in language classrooms. Exchanging e-mails, watching
movies, doing internet-based projects, listening to online radio programs are some activities that can be used to
have students’ repertoire internationally expanded, to get them exposed to wider varieties of English, and to have
their deeper reflection regarding the different Englishes encountered.

Conclusion
English is recognized as an international language, with nonnative speakers of English outnumbering
native speakers. English has undergone some changes; and these changes provide “a different way of looking at
the language, which is more inclusive, pluralistic, and accepting than the traditional, monolithic view of English
in which there is one correct, standard way of using English that all speakers must strive for” (Matsuda, 2003, p.
727).
The changes also require a paradigm shift in the practice of English Language Teaching as McKay
noted (2003, p. 13) noted “as an international language, English belongs to its users, and as such it is the users’
cultural content and their sense of the appropriate use of English that should inform language pedagogy”. The
new ELT paradigm should equip language learners with skills that can help them to achieve high language
competency and proficiency as well as to become English speakers who are aware of the diversified contexts of
English.

References
Crystal, D. 1997. English as a global language. Cambridge: Cambridge University Press.
Crystal, D. 2000. Language death. Cambridge: Cambridge University Press.
Crystal, D. 2003. English as a global language (2nd ed). Cambridge: Cambridge University Press.
Floris, F.D. & Chanpermpoonpaul, S. 2002. Hints and Ideas: New Literatures in the EFL Classroom. The
English Teacher: An International Journal, 6 (1), 458-464.
Graddol, D. 2006. English Next. London: British Council.
Jenkins, J. (2006) Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL
Quarterly, 40, (1), 157-181.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kachru, B.B. 1986. The power and politics of English. WorldEnglishes, 5(2/3), 121-140.
Kachru, B.B. 1996. World Englishes: Agony and ecstasy. Journal of Aesthetic Education, 30(2), 135-155.
Kachru, B. B. & Nelson C. L. 2000. World Englishes. In A. Burns & C. Coffin (Eds.), Analysing English in a
global context: A reader (pp. 9-25). London: Routledge.
Matsuda, A. (2003). Incorporating World Englishes in teaching English as an international language. TESOL
Quarterly, 37, 719–729.
Matsuda, A. (2012) Principles and Practices of Teaching English as an International Language. Bristol:
Multilingual Matters.
McKay, S.L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions.
International Journal of Applied Linguistics, 13(1), 1-22.
McArthur, T. 2003. The Oxford guide to world English. Oxford: Oxford University Press.
Renandya, W.A. 2012. Global English: Implications for ELT in Indonesia. Plenary paper presented at Language
in the Online and Offline World: The Transformation, Petra Christian University, Surabaya, Indonesia.
Seidlhofer, B. (2005). English as a Lingua Franca. ELT Journal, 59 (4): 339-341.

st
The 61 TEFLIN International Conference, UNS Solo 2014 273
 CHALLENGES AND OPPORTUNITIES
IN DEVELOPING BLENDED CULTURE ELT MATERIALS
FOR VOCATIONAL HIGH SCHOOLS

Hesti Wijaya
Yogyakarta State University
hestiwijaya1402@yahoo.com

Abstract: vocational high school students must be provided with English language competency to viably take
parts in the global workplace competition. Inasmuch as ELT materials often miss to promote students’ socio-
cultural backgrounds to accommodate them in using language in contexts, these bridge students to have good
command of grammar and lexical knowledge but make them have difficulty in comprehending message of the
lesson. Teachers ought to bear in mind that teaching a language also means teaching a complex system of
cultural customs, values, ways of thinking, feeling, and acting. Thus, language and culture are inseparable.
Conversely, the insertion of foreign language cultural values in textbooks is occasionally different from
Indonesian local cultures. Despite its challenges, developing ELT materials which integrate local and target
cultures is highly desirable to (i) help students understand meaning of language in contexts, (ii) preserve local
culture, and (iii) make students feel less inferior and less superior while interacting with people with different
cultural values.

Keywords: Blended culture, vocational high schools, ELT materials, local culture, target culture

Introduction
Lots of scholars emphasize that education is the best way which leads a country to betterment. It is
quoted from Nelson Mandela that ‘education is the most powerful weapon which you can use to change the
world’ thus it is also noteworthy for poverty eradication and employability improvement. Following this,
Indonesia Ministry of Education and Culture from 2004 keeps increasing the number of vocational high schools
(VHSs) in many provinces. Though in 2012 the ratio of vocational high schools to senior high schools was still
47:53, the government attempts VHSs could reach 55% in 2015. This decision is fairly reasonable after
evaluating the rising number of the unemployment rate for senior high school graduates which rises up to
1.841.545 (BPS, 2013). For the unemployment rate always affects a nation’s economic sustainability, the
graduates of VHSs are highly expected to be professional employees regionally, nationally, and not to mention
globally.
Gonzales (1995) points out the significant of English use in international trade and business, diplomacy,
and scientific discourse, and these majors are found in VHSs. To compete in international level, VHS students
are provided with the specific English language skills necessary to compete in a global job market, which
prepare them for their various intended employment. They need to master several linguistic and communicative
competences to communicate with people from different countries. Communicative competence, nevertheless,
includes not only the linguistic knowledge but also appropriateness. People sometimes speak grammatically
correct but culturally inappropriate (Neff & Rucynski, 2013). It is the awareness of not only whether an utterance
is formally possible in a language but also the awareness of whether it is feasible, appropriate, or done in a
particular speech community.
Appropriateness is all covered in socio-cultural studies, but things considered appropriate in western
countries might become suggestive ill manners in Asian cultures, particularly in Indonesia. In this case, teachers’
awareness and carefulness of selecting materials are highly required. The current ELT practice unfortunately
gives more proportion to foreign cultural values. This makes our young generations internalize the norms in their
daily lives and sooner or later Indonesia will lose its cultural identity (Margana, 2009; Sudartini, 2012; Sukarno,
2012). Hence, the target and the local cultures should be inserted and blended in a well-balanced way.
According to Graves (2002), a majority of teachers do not have time or resources to prepare their own
materials to suit the teaching context and the groups they are teaching, and so textbooks are demanded. Many of
them use these as final products without enough material adaptation. This condition appears to be a considerable
challenge faced by textbook writers, material developers and VHSs teachers to develop appropriate blended
culture ELT materials which not only help learners understand the target culture but also be proud of their own
culture. Such cultural awareness to some extent will benefit them in their global workplace. Correspondingly,
material developers should not be misled by the delusion that including culture in their textbooks is a
straightforward act, but should be alert to the fact that selection, adaptation and development of cultural
materials require tremendous care to ensure numerous premises.

274 st
The 61 TEFLIN International Conference, UNS Solo 2014
English Language Teaching-Learning and Culture
It is widely agreed that English serves as the world’s lingua franca, as the widely most spoken language
after Mandarin, and as a subject for learning about the world’s people, countries, and problems. In order to keep
up with the information age and to follow the stream of globalization, English as a foreign language is formally
taught in Indonesian schools in 1967. However, language alone is merely a set of system about grammatical
rules, patters, and skills (Sukarno, 2012). To truly communicate effectively, learners of a foreign language need
both language fluency and cultural literacy. In other words, the more they know about each interlocutor’s world,
the more smoothly they can communicate.
Language and culture in our daily communication are intricately bounded together. A language is a
product of culture. It cannot be studied without contents about the society that uses it. On the other hand, culture
cannot be communicated without a language as a means of expressing facts, ideas, feeling, experiences, ways of
thinking, beliefs, and so on. Some experts such as Vernier et al. (2008) consider the teaching of culture as a fifth
skill in language learning but Kramsch (1993) does not call it just a fifth skill, but rather something that is
always in the background, right from day one.
Other scholars state that learning a new language means learning a new culture. VHS students who
learn EFL are required to understand the target culture, including the ways foreigners behave, think, talk,
perform, and show gestures with an ultimate aim to satisfy these foreigners as their chiefs, colleagues, or clients.
Nevertheless, Indonesia is culturally rich and each country has its own identity. It becomes teachers’ duty
through education, particularly English language education, to educate the generations in the future who can
maintain religious, national, and cultural values of this country and at the same time remain actively responsive
to the needs of the ever changing era.
Wildford (2007:1) surprisingly reveals, “Of the estimated 7000 languages spoken in the world today,
linguists say, nearly half are in danger extinction and likely to disappear in this century. In fact, one falls out of
the use about every two weeks.” Besides, hundreds of articles on the Internet discussing the extinction of
traditional arts, local languages, and ethnicities in Indonesia are very easy to get. Vahdany (2005:93) adds,
“Culture has always been touch but not hugged dearly enough; its relevance and contribution to language
teaching has grown blurred and mystic.” What is then the rationale not to integrate our local culture in ELT?

Intercultural Competence in English Language Learning

Communication either locally or globally does not occur at linguistic level only, but also involves the
socio-cultural aspects as well. Communicating across national borders is only one way the VHS graduates’
communication skills will be challenged. Culture determines how people encode their messages. When two
people of different language communicate, intercultural communication takes place as they may not have the
same perception of the world around them, factual beliefs, values, norms, and emotional attitudes. These
differences are manifested in the way they communicate and there is a great risk of neglecting the significant
differences during the communication process. Allwood (1985) defines intercultural communication as the
sharing of information on different levels of awareness and control between people with different cultural
backgrounds. The ELT practice in VHSs needs to incorporate these values so that the graduates will be
linguistically and culturally ready for the global workplace communication.
Risager (1998) and Saluver (2004) describe some approaches to the teaching of culture in different
terms but basically the same ideas; those which focus on the target culture (mono-cultural approach) and those
which try to compare learners’ own and the other culture (the comparative approach). Adapting Risager’s to suit
Indonesian context, the ELT practice in VHSs is more feasible employing the intercultural approach, compared
to the multicultural approach and the trans-cultural approach. With a number of possible differences between
communication patterns included in the teaching-learning process, the intercultural approach eases teachers’ and
material developers’ job to effectively incorporate the target cultures and the local cultures, and it helps students
to intensively understand the materials in a period of learning. The multicultural approach covers broader
cultures and has anti-racist view of cultures because it suggests that global citizens are not only those from
western countries. It is actually a bit better than the intercultural approach but with limited time of English
classes in VHSs, it is not obligated. Lastly, the foreign-cultural approach is shaped upon the concept of mono-
cultural view, which emphasizes the target culture and sets aside the local culture. The fear of implementing it in
EFL teaching practice in Indonesia is that it might become conscious linguistic imperialism.
As in all communication, a fundamental problem has to do with understanding. In intercultural
communication as well, problems and consequences can occur. Allwood (1985) classifies the causes into: 1)
Lack of understanding either consciously or unconsciously; 2) Misunderstanding; 3) Emotional reactions and
actions that are built upon misunderstanding and hasty negative reactions; 4) Individual level causes such as
interruption and breakdown, communication on the conditions of only one party, communication via a third
party, and communication on the conditions of both parties; and 5) Collective level causes, namely expulsion
and segregation, assimilation, dominance by a third party, as well as pluralism and integration.

st
The 61 TEFLIN International Conference, UNS Solo 2014 275
 Intercultural competence overall is about knowing and tolerating cultural differences; it acts as a shield
against the problems of intercultural communication. It places students as ‘comparative ethnographers’. It further
serves as a safeguard against potential negative attitudes students might encounter when they learn about a new
set of norms that are different from the ones of their own. It also helps them recognize and appreciate the
differences between the two cultures for the benefit of successfully combining the form and meaning as well as
systemic and schematic knowledge in language learning (Turkan & Celik, 2011 ; Margana, 2009). To conclude,
teachers must bear in mind that the ultimate goal of teaching culture is to promote intercultural competence to
students, especially to students of VHSs which will directly interact with people from different cultural
backgrounds in their workplace. It suggests that intercultural competence should be fostered at every stage of
English language learning experience through various classroom activities and materials so that students fully
comprehend the role of their own identity during the process of comparing two cultures.

The Current ELT Materials

Gonzales (1995) states that in relation to foreign language teaching-learning, in this case is English, it
does not mean that the materials must always be authentic. On the contrary, these should be students’ real life
situation in order that their learning process becomes contextual, meaningful and useful. Davis (1996) adds that
learners’ daily lives, cultures, environments, beliefs, hopes and fears, and needs must be involved in what is
happening around them in the class during the teaching-learning process. In other words, an English learning
unit that integrates such indigenous cultural components will likely include greater chances for learners to share
their experience and to participate in cooperative learning tasks.
Based on the current ELT practices, Saluver (2004) classifies foreign language textbooks used in
language classrooms into two categories: international/global textbooks and local/locally produced textbooks.
The first type is provided for international use and addresses issues from different cultural background; it is
suitable for the multicultural teaching approach. The second type follows the national curriculum and usually
includes learners’ local culture and the target culture. Some English textbooks for VHSs in Indonesia which are
developed by all Indonesians seem giving too much focus on the linguistic competence, particularly grammar
and on the local culture as well as are not specifically developed for specific majors (ESP), e.g.: too many
conversations between two Indonesian people. The contents might make students have unbalanced awareness of
the two cultures.

Figure 1. Contents in a certain English textbook for VHS

There must be wide opportunities for textbooks writers to produce English textbooks which combine the first
and the second type; those are textbooks for international use, developed collaboratively by Indonesian and
western writers, address different majors specifically, and objectively incorporate the target culture and the local
culture.

Blended Culture ELT Materials: What to Teach and How to Teach?

Related to the goal of teaching English –improving students’ English skills while making them aware of
the importance of intercultural proficiency without neglecting their own identity – classroom activities and
learning materials with an outward cultural focus that represent a balance between our local cultures and that of
other English-speaking cultures are highly needed. So, a well-balanced percentage of both cultures is the main
point in blended culture ELT materials. The other considerations are: 1) the context in which the language is
being taught (EFL/ESL, EAP/ESP); 2) learners’ age, interests, and level of language proficiency; and 3) the
teacher.
The first puzzlement in creating blended culture materials is probably about what to teach. Summarized
from several opinions, a topic-based approach is the most selected way of developing the materials. Besides
different linguistic components such as vocabulary, grammar, phraseology, the other necessary topics include
everyday living (food and drink, holidays, hobbies, clubs, travels, jobs, etc), living conditions (housing, types of

276 st
The 61 TEFLIN International Conference, UNS Solo 2014
markets, etc), interpersonal relations (class structure, family, role and status), social values, beliefs, attitudes, and
behaviors (concept of time, concept of personal space, greetings, etc), gestures, social convention (eye contact,
dressing, hand-shaking/bowing, decision-making customs, etc), and ritual behaviors (birth, marriage, death).
In addition, there are numerous supplementary resources for teaching culture such as textbooks, surveys,
songs, interviews, biographies, photos, literature, adverts, TV programs, histories, music, films, maps, and the
Internet. Sukarno (2012) suggests that the target cultures are better used for receptive skill learning, namely
listening and reading, while the local cultures are better employed to improve students’ productive skills
(speaking and writing) because the more students are accustomed to their surroundings, the more they will be
able to express their ideas and thought.

Conclusion
Language, communication, and culture are closely connected. Learning a new language also means
learning a new culture (the target culture). English communication skills are highly required to learn by VHS
students in order for them to successfully compete in a global workplace. However, they have to realize that they
live in Indonesia, a country with various local cultures. Therefore, it is necessary to learn the target culture and
the local culture in a balanced way so that the students possess intercultural competence in their English
language learning. By bridging cultural differences using intercultural competence, VHS students can
successfully achieve intercultural communication – the process of sending and receiving messages between
people of different cultures. The communication will be more effective when students learn to identify the
differences between interlocutors (sender and receiver) and to accommodate those differences without expecting
both cultures to give up their own identity.
Unluckily, the English textbooks and materials currently used in Indonesian VHSs do not accommodate
a fair quantity of both cultures. This condition further becomes a challenge and gives spacious opportunities for
textbooks writers, material developers, and VHS teachers to develop textbooks for international use with major
specifications, which integrate the target culture and the local culture equally. Such materials helps students
understand English in context, preserve Indonesia’s local cultures, and above all these create graduates who
think globally and act locally.

References
Allwood, J. 1985. Tvärkulturell kommunikation. Papers in Anthropological Linguistics 12, University of
Göteborg, Dept of Linguistics.
Davis, C.W. 1996. “Integrating Language, Culture and Literatire in Teacher-Produced ELT Materials”. In: James.
J.E.(ed.), The Language-Culture Connection, Singapore: SEAMEO Regional Language Centre, 189-
205.
Gonzales, A. 1995. “The Cultural Content of English as an International Auxiliary Language (EIAL): Problems
and Issues”, in Makhan L. Tickoo (ed.), Language and Culture in Multilingual Societies: Viewpoints
and Visions. Singapore: SEAMEO Regional Language Centre, 54-63.
Grant, C.A. & J.L.Lei (eds). 2001. Global Constructions of Multicultural Education: Theories and Realities.
New Jersey: Lawrence Erlbaum.
Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle.
http://www.bps.go.id/tab_sub/view.php?kat=1&tabel=1&daftar=1&id_subyek=28&notab=7, retrieved July 20,
2014.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxofrd: Oxford University Press.
Margana. 2009. “Integrating Local Culture into English Language Teaching and Learning Process”. Linguistik
dan Sastra, Vol 21, no 2.
Neff, P., & Rucynski, J. 2013. “Tasks for Integrating Language and Culture Teaching”. English Teaching Forum,
2. 12-23.
Risager, K. 1998. Language Teaching and the Process of European Integration. In M. Byram & M. Fleming
(eds.), Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography.
Cambridge: CUP.
Saluveer, E. 2004. Teaching Culture in English Classes. Unpublished master thesis, University of Tartu, Estonia.
Sudartini. 2012. “Inserting Local Culture in English Language Teaching to Promote Character Education”.
Jurnal Pendidikan Karakter, Tahun II, no 1: 45-54.
Sukarno. 2012. “Integrating Local Cultures in Teaching EFL for Character Building”. Jurnal Pendidikan
Karakter, Tahun II, no 2.
Turkan, S., & Celik, S. 2011. “Integrating Culture into EFL Texts and Classrooms: Suggested Lesson Plans”.
Novitas-ROYAL, Vol.1(1), 18-33.
Vahdany, F. 2005. “Culture and Language Teaching”. Peyke Noor Journal 3(2). 93-98.
Vernier, S., S. Barbuzza, S. D. Giusti, & G. D. Moral. 2008. The Five Language Skills in the EFL Classroom.
Nueva Revista de Lenguas Extranjeras 10. 263-291
Wildford, J,N. 2007. Languages Die, but not Their Last Words. New York Times, September 19, 2007.

st
The 61 TEFLIN International Conference, UNS Solo 2014 277
 MATERIAL DEVELOPMENT AND COLLABORATIVE TEACHING FOR ENGLISH
FOR AGRICULTURE (ESP)

I Gusti Ayu Gde Sosiowati

Udayana University
sosiowati@yahoo.com

Abstract: Teaching English for Specific Purpose has been a controversy in the sense should it be taught after
they master at least intermediate level of English or it can be taught at the early stage of the learning process
(Elementary level). The success of ESP teaching partly depends on the material used by the teacher besides on
the basic language ability of the students. This paper aims at describing (1) the process of material evaluation to
suit the needs and the level of English of the students, (2) that the teaching of ESP can be taught in the early
stage of university education, (3) it is done at the same time with the teaching of general English, (4) the
description will also be done by giving the example of the text to describe the language, (5) the classroom
procedures of using the material, and (6) how this learning proces can be the learning for both teacher and
students. The text for illustration is taken from Agriculture.

Keywords: English for Specific Purposes; material development

Introduction
Teaching English for Specific Purposes (ESP) has been considered to become a teaching process which
is not quite desirable for teachers. This is due to the fact that teachers usually find difficulties in teaching subject
which is not their own field. They think that how they could learn about medicine, veterinary, agriculture or any
other specialised field of study if they are not graduated from any of those field. They are merely English
teachers. However, nowadays that idea has been changed. Teaching ESP can be done by any English teachers
and even can be used as the process of teaching and learning for their own. Teaching ESP used to be done based
on the idea that only after mastering advanced general language then the teaching of ESP for students can be
conducted. Considering that at the moment English is needed in various occupations and various purposes, this
strategy is considered to be very long and therefore a new thought is needed to make the process of
learning/teaching ESP faster. Eventhough faster learning is needed, still ESP cannot be taught to the students
who do not know English at all. This article will present the things that are needed in the process of
teaching/learning ESP which are (1) to decide the level of English of students to start learning ESP (2) making
sure that the students’ level of English is equal, (3) to find the proper teaching material and the excercises, and
(4) setting the classroom procedures. By following all the procedures above, it is expected that the teaching of
ESP can be more enjoyable both for the teachers and students.

Theoretical Framework
Hutchinson and Waters (1987:19)) state that ESP is an approach to language teaching in which all
decisions as to content and method are based on the learner’s reason for learning. In relation to the teaching of
ESP, they divide ESP into three branches, namely (1). English for Science and Technology, (2). English for
Business and Economics, (3). English for Social Studies.
Dudley-Evans (1997) defines the characteristics of English for Specific Purposes in terms of absolute
characteristics and variable characteristics. Absolute characteristics are as follows: (1) ESP is defined to meet
specific needs of the learners; (2) ESP makes use of the underlying methodology and activities of the discipline
it serves; (3) ESP is centred on the language (grammar. Lexis, register), skills, discourse and genre appropriate to
these activities.
Variable characteristics are as folows: (1) ESP may be related to or designed for specific disciplines, (2)
ESP may use, in specific teaching situations, a different methodology from that of General English, (3) ESP is
likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It
could, however, be for learners at secondary school level, (4) ESP is generally designed for intermediate or
advanced students. (5) most ESP courses assume some basic knowledge of the language systems. These
characteristics are in line with the idea that teaching English for Specific Purposes (ESP) is the activity of
teaching of which concern is not on the grammar or language structure but more on context (Fiorito, 1914). In
relation to that, he also mentions that the ESP students are usually adults who have some knowledge of English
and of which learning purpose is to be able to communicate in particular field. If the points (4) and (5) of the
variable characteristics are looked at, there is a slight contradiction about the level of English the students of ESP
should have when they initiate the program. However, it is then believed that the lower level of Intermediate can

278 st
The 61 TEFLIN International Conference, UNS Solo 2014
be considered similar to the idea of the assumption that the ESP students should have basic knowledge of the
language system of English. The statements above imply that ESP can be taught to students who are not yet on
the advanced level. It affects the role of teachers in the classrom. Fiorito (2014) says that the roles are organizing
the courses, setting the learning objectives, establishing a positive environment in the classrom and evaluating
students’ progress. However, there is one more role that must be added, that is a teacher as the learning
participant. The reason is because the language teachers are not the ones from that particular field. In this case,
the teachers have the language knowledge, the students have the content, so both sides can do the collaborative
teaching.
As it has been mentioned that grammar and language structures are not the main concern in teaching
ESP. This is because the need is different. In learning ESP students’ goal is to be able to do communication in
their own field, thus the authentic language is needed. In relation to the need of authentik language, Burns (2012)
suggested Text-Based teaching. This means that the teaching must use the material that is relevant to the field of
the ESP. This material can be obtained from text books related.
Burn’s idea is in line with that of Harmers (2012) in the idea of Content and Language Integrated
Learning (CLIL) which says that:
“CLIL is a kind of teaching (and learning) where the students study a subject such as biology, maths or
citizenship and, at the same time, learn the language they need to understand and talk about the subject
in a second language.” (Harmer, 2012:225)
Having understood the theories above, there are no reasons for the English teachers to worry about
teaching ESP since they actually do collaborative teaching without getting worried to be labelled as less
competent teachers.

Level of Students to Start Learning ESP

It has been said by the theories mentioned above that those who wish to learn ESP are not necessarily the
ones having high level of English ability. In relation to that, it can be assumed that finishing the lower
intermediate level will do. According to Embassy English (http://www.embassyenglish.com/student-life/your-
level-of-english), those who are in this level are able to take part in routine conversations; write & understand
simple written text; make notes & understand most of the general meaning of lectures, meetings, TV
programmes and extract basic information from a written document. The knowledge mentioned above is very
important since in ESP students are most likely asked to read a text in the source language.
In my university (Udayana University, Bali) students are given ESP when they are in the first semester.
Thus, the level above suits them since they have learned English for about 6 years or more by then. Maybe their
English level is even higher for those who come from the best senior high school. Based on that fact, it is fair
enough that ESP is taught in their first semester. The teaching of ESP in this university is a little bit easier since
the students are homogenous in the sense that they are all senior high school graduates who can be assumed to
have similar level of English.

Equalizing the students’ level of English

Before starting teaching ESP, teachers should make sure that the students know about how to make
definition, how to describe things, and how to express passive construction. Those first two functions are very
important at the start due to the fact that they have to explain something that the teachers do not know and they
have to do the explanation in English while passive is important because most language structures in text books
are passive. Eventhough it has been assumed that they have homogenous academic background, still this test has
to be conducted to find out the facts.
What the teachers can do in order to equalize their students ability is by doing the following steps. First,
the teachers have to give them a kind of written test concerning those three language functions; second, analyse
the test; third, if the students do not have equal knowledge, it is a must to teach them first before starting
teaching ESP. At this step, teachers should not expects that they are perfect in using those language functions,
since it will contradict the idea that ESP does not put the main concern on grammar and language structure. The
more important thing is that the students can produce understandable language. However if they have equal
knowledge, teaching ESP can be started. In this process of equalizing, the grammar and language structures can
be a little obeyed for the more important is the message conveyed. The grammar and the language structures can
be improved along the semester. This is in line with the theory mentioned above.

Finding the proper teaching material and the excercises

There have been a lot of books about teaching ESP. However, since the teachers in tertiary education
have more freedom to create the syllabus and to select material, they can do any of the following ways to get
their own teaching materials..

st
The 61 TEFLIN International Conference, UNS Solo 2014 279
a. Teachers can take the teaching materials from text books of thge particular subject and create the exercises
of their own so that they will not be monotonous from one topic content to another.
b. When teachers doing this way, they will have authentic materials which are expected to be able to fulfil the
students’ language needs.
c. The teaching materials can be taken from the teaching/corse book and do the cut and paste to get relevan
and interesting materials and exercises.
d. Teachers can use the whole course book which is already available with similar kinds of exercises in it that
might lead to boredom.

No matter which way that is taken, the thing that must be remembered by the teachers is that in ESP the
focus is on the language about the content, which the students already know (Harmer, 2012:234). What they
need is the language instead of the content of subject. What the teachers should do then is to improve their
language. The more they have improvement in theri English, the more they are capable of communicating about
their subject matter. By doing this, it is clear for the teachers that they still teach what they are qualified of, that
is English instead of teaching subject matters in English.
Another thing that must be done is consulting the expert about the teaching material so that the teacher
can have proper material.

Classroom Procedures
Classroom procedures are the steps that are made by the teachers in teaching ESP. These steps will be
done in order to make the students master the English so that they will be able to use the language to talk about
their subject matters. The steps that will be done are similar to the ones of teaching general language, that are (1)
Introduction and providing language input, (2) communicative activities, and (3) conclusion. However, in these
procedures there is a slot for the teacher to discuss the things that they do not understand about the subject
matters so that both the students and the teachers can really do the learning and teaching process. The time to
arm the teachers in subject matters can be done before doing communicative activities or through the exercises.
The examples of the learning and teaching process for this article has been taken from a text of
agriculture of which title is “Wheat”, that has been taken from (http://en.wikipedia.org/wiki/Wheat).The text is
presented below
Wheat
Wheat (Triticum spp.) is a cereal grain, originally from the Levant region of the Near East but now cultivated
worldwide. In 2010, world production of wheat was 651 million tons, making it the third most-produced cereal
after maize (844 million tons) and rice (672 million tons). Wheat was the second most-produced cereal in 2009;
world production in that year was 682 million tons, after maize (817 million tons), and with rice as a close third
(679 million tons).
This grain is grown on more land area than any other commercial food. World trade in wheat is greater than for
all other crops combined. Globally, wheat is the leading source of vegetable protein in human food, having a
higher protein content than other major cereals, maize (corn) or rice. In terms of total production tonnages used
for food, it is currently second to rice as the main human food crop and ahead of maize, after allowing for
maize's more extensive use in animal feeds.
Wheat was a key factor enabling the emergence of city-based societies at the start of civilization because it was
one of the first crops that could be easily cultivated on a large scale, and had the additional advantage of yielding
a harvest that provides long-term storage of food. Wheat contributed to the emergence of city-states in the Fertile
Crescent, including the Babylonian and Assyrian empires. Wheat grain is a staple food used to make flour for
leavened, flat and steamed breads, biscuits, cookies, cakes, breakfast cereal, pasta, noodles, couscous and for
fermentation to make beer, other alcoholic beverages, or biofuel.
Wheat is planted to a limited extent as a forage crop for livestock, and its straw can be used as a construction
material for roofing thatch. The whole grain can be milled to leave just the endosperm for white flour. The by-
products of this are bran and germ. The whole grain is a concentrated source of vitamins, minerals, and protein,
while the refined grain is mostly starch. (http://en.wikipedia.org/wiki/Wheat)

Classroom Procedures
1. Introduction and providing language input.
a. The teacher tells the students that in that particular session, they will learn (more)
about passive and relative pronouns.
b. The teacher teaches the form and function of passive and relative pronouns in
language which have no relation with the text given.
c. The students are given some exercises on the passive and relative pronouns.
(Note: for a and b, the exercises must use the lexicon of the discipline)

280 st
The 61 TEFLIN International Conference, UNS Solo 2014
 d. The students have to find passive and relative pronouns construction in the text.
2. Communicative activities.
The teacher can ask what she wants to know about the subject matter, such as
- What does spp in Triticum spp stand for?
- What is Triticum?

In the questions above, the focus is given on the language first and then on the content So that the
students can improve both the language and the subject matter. Then, the teachercan give correction or input to
the answers which is basically on the language. The next thing that the teacher should do is to give questions
about the text. However, this time, since the students already know about the subject matter, the focus can be
given more on the grammar and language structures. When the answers from the students contain something that
the teacher does not know, she can ask question and as much as possible the students must answer in English.
The examples of the text-related questions are as follows.
- What is the main information in each of the text?
- Why is wheat produced worl wide now?
- What is the content of wheat?

Besides, giving questions like mentioned above, students can also be given games like scrambled
words, matching words and even discussion. The topic of discussion can be discussing why wheat becomes the
third most produced cereals in the world.Various kinds of activities done are expected to be able to increase
motivation of the students so that the teaching/learning process can be successfully conducted.

Conclusion
Based on the explanation given above, the following conclusion can be presented.
1. Teaching ESP can be conducted to the students of the lower intermediate level of English.
2. Teaching materials can be taken from various sources; excercises can also be created by teachers to suit the
teaching and learning process.
3. In teaching ESP both teachers and students can do both the teaching and learnbing.

Bibliography
Burns, Anne. 2012. “Text-Based Teaching” in The Cambridge Guide to Pedagogy and Practice in Second
Language Teaching. Editors: Burns, Anne and Jack . Richards. Cambridge: Cambridge University
Press.
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach.
Cambridge University Press.
Fiorito, Lorenzo. 2014. “Teaching English For Specific Purposes”.
http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html. Cited on June
28, 2014.
Harmer, J. 2012. Essential Teacher Knowledge: Core Concepts in English Language Teaching.England: Person
Education Limited.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: Aentred Approach. Cambridge: Cambridge
University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 281
 EXPLORING STUDENTS’ ABILITY AND PROBLEMS IN WRITING
ACADEMIC PAPER

Ilham,M.Pd
University of Muhammadiyah Mataram
Ilham_Mataram@yahoo.com

Abstract: This study potrays the students’ ability and problems of students in writing academic paper especially
research proposal and to find out the possible solutions in writing research proposal. The paper will centre
around an analysis of students’ ability and difficulties in writing an Introduction chapter. This study conducted
in sixth semester students of university of Muhammadiyah mataram in academic year 2013-2014. The study
utilized qualitative case study. The data were obtained from document analysis with the students participants.
The finding revealed that students ability is in the discourse semantic levels and most students still have
problems in achieving the communicative purpose of introduction chapter. In general, the students’ problems
were in presenting arguments in terms of justification. Most students have not been able to justify their research
area to fill the gap in previous research. The possible solution to solve the difficulties suggest that the students
still need guidance, assistance, and explicit teaching in writing the elements and linguistics features of a research
proposal to solve their problems in writing a research proposal.

Keywords: students ability and problems, qualitatiive case study

Introduction
Writing a thesis is central to the sucess of someone’s learning at all levels, particularly at tertiary
leveland it is arguably the most important language skill to tertiary students, especially in English major ones,
whose grades are largerly determined by their performance in written assignment, academic report, terms
examination and graduation theses (Nga, 2009).
However, based on the researcher observation and experience in supervising undergraduate thesis in
the English Department of Muhammadiyah University of Mataram in particular, indicate that most of them
students find it difficult to write a thesis. Writing a thesis in english especially for EFL leaners like Indonesians
is difficult as the students should think not only about the content, the organization of the thesis but also the
language.
This condition has led to the researchers’ concern about finding out the students ability and difficulties
in writing an English proposal in the research site, where the researcher teach English and supervise students in
writing an english thesis.
There is a wide range of research on students abilities and difficulties in writing a thesis especially at
tertiary level. First, Jogthong (2001), for instance, analysed of reserach article introduction written in Thai by
Thai academic writers. Second, widiastuti (2010) studied students difficulties in research proposal. This study
revealed that some students have been able to write research proposal appropriately. However, there were also
some difficulties faced by the students especially in capturing the communicative purposes of all chapter in
proposal. Third, abdul –Sadeq Aly (2006) investigated the Egyptian postgraduate students’ difficulties in
writing abstract in English. The analysis revealed that the grammatical difficulties were the highest, followed
by the educational terminology and technical writing difficulties dan finally lexical difficulties. Fourth, Emilia,
Gustin &Rodliyah, (2009) identified students ability and difficultiesn in writing an English undergraduate
thesis. This study found that the students in general can write only the first two elements of the chapter:
presenting metatextual information and presenting results. The students in general seem to strugle to write a
third move, a cohesive, coherent, analytical and critical discussion element. Fifth, Han (2013) analyse current
gradiation thesis writing by English majors in independent institute. It is found that a considerable number of
students have problem in selection and report of topics, writing of each part and debating in the whole process
of graduation thesis.
However,from the previous studies which have been mentioned, only a few studies include analysis of
actual written work from the students. The students’ performance in academic writing shows their ability and
difficulties in writing, especially for students at tertiary level.
Hence, this present study is designed in order to investigate the students’ ability and difficulties in
writing an academic research proposal especially introduction chapter as the first step in producing a graduation
thesis. It applied text analysis (to follow Swales, 1990, Swales & Feak, 2009; Paltridge & Stairfield, 1997,
2007; Emilia, 2008, 2009, among others.

282 st
The 61 TEFLIN International Conference, UNS Solo 2014
Theoretical Framework
In this section, several theories of analysing introduction chapter are discussed covering the purpose,
elements and linguistic features of an Introduction chapter.

The Purpose of Introduction Chapter

Introduction chapter is the window to the thesis and will usually be read first by anyone attracted by the
title, scanning or browsing through the thesis. This is a chapter that sets out the context and significance of the
research questions or issues in a way that a reasonably well-informed reader can understand. It must take the
reader through a logical sequence of steps, explaining how the research questions or issues arose and under what
circumstances, a beginning exploration of relevant literature, and finishing with an overview of the purpose of
each chapter of the thesis (Clare & Hamilton, 2003).
The chapter that the writer makes claims for the centrality or significance of the research in question
and begins to outline the overall argument of the thesis (Swales and Feak,1994)

The Elements of Introduction Chapter

There are three basic elements of an introduction as proposed by theorists (Clare & Hamilton, 2003;
Emilia, 2009; Evans & Gruba, 2002; Fraenkel & Wallen, 1993; Glatthorn & Joyner, 2005; Paltridge & Starfield,
2007, Swales 1990; Swales & Feak, 2009), i.e. background of the problem, research objectives, and research
question.
The organizational structure of the Introduction can be said to move from a fairly general overview of
the research terrain to the particular issues under investigation through three key moves which capture the
communicative purposes of the Introduction; i.e to establish a research territory, to identify a niche or gap in the
territory, to then signal how the topic in question occupies that niche. (Swales and Feak, 1994):

Linguistics Features of Introduction Chapter

(i) Establishing the active voice
Establishing the active ‘voice’ (Belenky et al 1986, Hertz 1997, Lincoln and Guba 2000 in Clare &
Hamilton, 2003) of the writer/researcher who must ‘locate’ themselves in the text (Firestone 1987 in Clare &
Hamilton, 2003) is a central purpose of chapter One. The writer constructs a convincing argument to establish
the purpose of the research, drawing on knowledge from experience, the literature, and other research. This
chapter sets the tone of the thesis and the authority of the author.

(ii) Typical language used in Introduction move structure

As it has been discussed earlier, the organizational structure of the Introduction can be said to move
from a fairly general overview of the research terrain to the particular issues under investigation through three
key moves which capture the communicative purposes of the Introduction, i.e. to establish a research territory, to
identify a niche or gap in the territory, to then signal how the topic in question occupies that niche (Swales and
Feak, 1994).

Method
This study used a qualitative case study design (Cohen & Manion, 2004:106), especially text analysis
(Travers, 2001:5 and Emilia, 2009:13) in an English study program in Muhammadiyah University of Mataram.
Nine students’ research proposal representing different level of achievement – low (Research proposal 1,2,3 with
temporary GPA <3, mid (Research proposal 4,5,6 with temporary GPA from 3 to 3.5) and high (Research
Proposal 7,8,9 with temporary GPA >3.5).
There were three steps of data analysis. First, analyze the research proposals to get the data on
schematic structure and linguistic features employed by the students. Second, compare and contrast the
schematic structure and the linguistic features to those proposed by experts (To follow Swales, 1990, Swales and
Feak, 2009; Paltridge & Stairfield, 1997, 2007; Emilia, 2008, 2009 and based on the theory of systemic
functional grammar, developed by Halliday, 1985, 1994; Hallyday & Mathiessen, 2004; Martin & Rose, 2003,
2007; and Eggins, 2004) to answer the first research question, i.e. to find out the students’ ability and difficulties
in their research proposal writing. Third, analyze the data and relate it to the main and other theories to answer
the second research question, i.e. to find out possible solution to develop the students’ ability and minimize their
difficulties in research proposal writing.

Findings and Discussion

The result from the analysis of all students’ research proposal are discussed below:

st
The 61 TEFLIN International Conference, UNS Solo 2014 283
Elements of Introduction Chapter
Analysis of the research proposals as a whole suggests that not all students have a good control of the
elements or schematic structure of a research proposal, in that the research proposal has all elements required in
a research proposal as proposed by the theorists of academic texts (Calabrese, 2006; Clare & Hamilton, 2003;
Emerson, 2007; Emilia, 2009; Evans & Gruba, 2002; Fraenkel & Wallen, 1993; Glatthorn & Joyner, 2005;
Hyland, 2004; Oliver, 2004; Paltridge & Starfield, 2007, Swales 1990; Swales & Feak, 2009). These elements
include: Table of Content, Introduction, Literature Review, Methodology, References, and Appendixes. There
are 2 research proposals (Research proposal 7,9) which do not include table of content.
The analysis of the elements in Introduction are described and discussed in two aspects: (i) the basic
elements; (ii) CARS moves.
(i) The basic elements
In terms of the three basic elements in Introduction, the analysis has revealed that almost all students
have included the three basic elements in Introduction proposed by theorists (Paltridge and Starfield, 2007,
Emilia, 2008). All research proposals also have included the three elements and some students do not include
the scope of the study (Research proposal 6 and 9).

(ii) CARS move structure

The analysis has shown that there are sub-moves found in the students’ Introduction. However, many
grammatical mistakes were found in their writing. The example of extracts from the students’ writing showing
each move can be seen below.
- Move 1a -- Showing that the general research area is important, central, interesting, problematic, or relevant
in some way (optional)
Reading habit supports the students to be able to comprehend the text as well as able to tranlate the text.
(Research proposal 3)
- Move 1b -- Providing background information about the topic (optional)
Actually, the writer use games in language teaching because games have been long advocated for assisting
language learning.Games add interest to what students might not find very interesting. Sustaining interest can
mean sustaining effort. (Research proposal 9)
- Move 1c by introducing and reviewing items of previous reserach in the area (obligatory)
The study about the strategy of teaching reading comprehension has been conducted by Salahudin
(2011)....(Research proposal 1)
- Move 1d -- Defining terms (optional)
CTL is an educational process that aims to help students see meaning in academic subject with the context of
their daily lives, that is , with the context of personal, social, and cultural circumstances . (research proposal
6)
- Move 2a
Overall, from the previous studies have been mentioned, only a few study regarding how students’ reading
comprehension relate with their translation. (Research proposal 3)
- Move 2b -- Identifying a problem/need (optional)
Some research finding indicate that english reading of most indonesian students is still far from being
sufficient. In other word they have poor English reading skills (Research proposal 3).
- Move 3a -- Outlining purposes/aims, or stating the nature of the present research or research
questions/hypotheses (obligatory)
Starting from the point of view, the writer is interested in investigating the strategy of teaching narrative text
to EFL leaners for the second year students. (Research proposal 1)
- Move 3b- by announcing principal finding/stating value of reserach (optional)
The writer expects that result of this study can be used to help teachers in order to improve their quality of
teaching and learning process in a classroom. It also can help the teachers to measure students’ achievement,
give solution to overcome the problem in their learning reading and translation (Research proposal 3)
- Move 3c -- Indicating the structure of the thesis and providing mini-synopses (preview) of each subsequent
chapter (obligatory)
Organization of Writing
The paper consist of four chapters that are:. This chapter … (Research proposal 6)

To sum up, the result of move analysis has show some sub moves in Introduction found in the students’
Introduction. i.e. Move 1a (Research proposal 3,4,5, 6, 7, 8 and 9); Move 1b (Research proposal 2,3, 4,5,7 and
9); move 1c (Research proposal 1,3,5,7); move 2a (Research proposal 3,7); Move 2b (Research proposal
3,4,5,6,7); Move 3a (Research proposal 1, 3, 4, 6, 7, 8, 9); move 3b (Reserach proposal 3); Move 3c (Research
proposal 6).

284 st
The 61 TEFLIN International Conference, UNS Solo 2014
 On the other hand, some sub moves were not found in the students’ Introduction. The sub moves not
included in the students’ Introduction were divided into two criteria, obligatory and optional. The obligatory
moves not included by the students were Move 1c (research proposals 2,4,6,8,9), Move 2a (research proposals
1,2,4,5,6,8,9), Move 3a (Research proposal 2 and 5), and Move 3c (Research proposal 1, 2, 4, 5, 6, 7, 8, and 9).
The optional moves not included by the students were Move 1a (Research proposal 1 and 2), Move 1b (Research
proposal 1, 6, 8), Move 1d (Research proposal 9), Move 2b (Research proposal 1,2, 8,9), Move 3b (research
proposals 1,2,4,5,6,7,8 and 9), Move 3d (All research proposals), and Move 3e (all Research proposal).

Linguistics features of Introduction Chapter

The analysis of the linguistic features in Introduction deals with two aspects: (i) the typical language use
in establishing the active ‘voice’ (Belenky et al 1986, Hertz 1997, Lincoln and Guba 2000 in Clare & Hamilton,
2003); (ii) the typical language use in writing the move structure (Swales and Feak, 1994; Paltridge and
Starfield, 2007).

(i) The typical language use in establishing the active ‘voice’

Having analyzed the students’ Introduction, it has been found that only two research proposals
(Research proposal 3 and 7) which have been establishing the active voice. However, as it has been stated in
element analysis, the students still have many grammatical mistakes. The extracts below have shown their
authority is dominant in the chapter and that the purpose of the research is clear as proposed by Clare &
Hamilton (2003).
Thus study is aimed to find out whether there is significant correlation between students’ reading
comprehension and their translating ability. (Research proposal 3)

(ii) The typical language use in writing move structure

Furthermore, in terms of the typical language used in writing move structure, the analysis can be seen below:
In move 1 – establishing a research territory – the writer typically begins to carve out his/her own
research space by indicating that the general area is in some way significant. This is often done through
reviewing previous research in the field. In addition, the writer may choose to provide background information
on particular topic being investigated and may define key terms which are essential for the study. The different
moves in the Introduction tend to employ different tenses (Atkinson and Curtis 1998 in Paltridge and Starfield
2007).
The writer believes that is important to investigate the study on student’s correlation in reading and
translating because reading is a continous process of translation. (Research proposal 3)
Move 2 – establishing a niche – points to a ‘gap’ or niche in the previous research which the research will ‘fill’.
The language of ‘gap statements’, according to Atkinson and Curtis 1998 in Paltridge and Starfield 2007, is
typically evaluative in a negative way.
The typical language of ‘gap statements’ was found in the students’ writing in reserach proposal 3 and 7.
As mentioned in students’ difficulties in writing the elements in CARS move structure, not all students include
previous research to indicate a gap (Move 2a). The extract below show the examples.
(Move 2b)
However, from previous studies have been mentioned, only a few study regarding students’ reading
comprehension relate with their translation.. (Research proposal 3)
In Move 3 –occupying the niche – the writer, by outlining the purposes of their own research, indicates to the
reader how the proposed research will ‘fill’ the identified niche or gap (Move 3a). The extracts below show that
the students’ have outlined the purposes of their own research, however as they do not mention previous research
to indicate a gap, their proposed research is assumed will not fill the gap.
This study is aimed to find out whether there is significant correlations between students reading
comprehension and their translating ability and also the writer hopes that based on this study, will appear
new finding to help the writer to finish this thesis. (Research proposal 3)
In a thesis, the principal findings will frequently be previewed and theoretical positions as well as methods used
may be outlined. It is here that the writer can signal the value or significance of the research (Move 3b). Move 3b
only found in research proposal 3.
The writer expects that result of this study can be used to help teachers in order to improve their quality of
teaching and learning process in a classroom. It also can help the teachers to measure students’
achievement, give solution to overcome the problem in their learning reading and translation (Research
proposal 3)
Move 3c, in which the overall structure of the thesis is previewed, including a mini-synopsis of each chapter, is
considered obligatory. This sub-move (3c) typically contains much metadiscourse. Metadiscourse (also referred
to as metatext) refers to discourse about discourse; how writers talk about their writing and the structure of their

st
The 61 TEFLIN International Conference, UNS Solo 2014 285
writing, when they are not talking about the content of their writing (Bunton 1999; Vande akopple 1985 in
Paltridge and Starfield 2007). Metadiscourse in the students’ Introduction is likely to take the form of forward
reference to what is still to come and to the overall structure of the research proposal. Examples of metadiscourse
found in the students’ research proposal can be seen in the extracts below.
Organization of Writing
The paper consist of four chapters that are: (Research proposal 6)
In short, there are three matters that need to be discussed: the students ability, the students difficulties and the
possible solution.First is in line with the students’ ability. In writing a research proposal as a whole, some
students have already been able to include all elements required in a research proposal as proposed and the
theorists of academic texts. It shows that the students have already had a good control in the discourse semantic
level (See Emilia, 2008, 2009). Second, is to do with the students’ difficulties. In writing a research proposal
as a whole, some students still have difficulties in including particular elements requires in a research proposal,
such as table of content and references. In terms of the basic elements, although almost all students have already
been able to include the three basic elements proposed by theorist, there are students who still face difficulty in
writing the research question, objective of the study, and the scope of the study. Moreover, in terms of four
obligatory moves, only two moves some students have been able to write, i.e. Move 1a and Move 1b, move 2b
and move 3a. only a few students write the other two obligatory moves, i.e. Move 1c and 2a. Third is to do with
the possible solution to develop the students’ ability and minimize their difficulties. The explicit teaching of all
elements and how to write them all in the research proposal is needed to be conducted.

Conclusion
Relevant to the results of the study, it has been found that some students, to some extends, have been
able to write the Introduction chapter in their research proposal appropriately. However, there are also some
difficulties faced by the students, especially in capturing the communicative purposes of the Introduction by
introducing and reviewing items of previous research in the area and indicating a gap in the previous research,
raising a question on it, or extending previous knowledge. All these suggest that the students still need a lot of
guidance and explicit teaching of how to write a research proposal as one genre of academic writing, particularly
in writing an Introduction chapter.

References
Abdul, Mahsonh., & Aly,, Sadeq. (2006). An Analytic Study of the Postgraduate Students' Difficulties in Writing
Abstracts in English. Retrieved April 19, 2009 from
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED493860&ERICExtSearch_SearchType_0=no&accno=ED493860
Calabrese, Raymond L. (2006). The Elements of an Effective Dissertation & Thesis. USA: Rowman & Littlefield
Education.
Clare, Judith. & Hamilton, Helen. (2003). (Editor). Writing Research: Transforming Data into Text. Churchill
Livingstone.
Cohen, Louis. & Manion, Lawrence (1994). Research Methods in Education. New York: Routledge.
Emilia, Emi. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta.
Emilia, Emi., Rodliyah, Rojab Siti. & Gustine, Gin Gin. (2009). Pengembangan Analisis Karya Ilmiah Berbasis
Teori Linguistik Sistemik Fungsional dan Berpikir Kritis: Study Kasus di Jurusan Bahasa Inggris UPI.
Evans, David & Gruba, Paul. (2002). How to Write a Better Thesis. Melbourne University Press.
Glatthorn, Allan A. & Joyner, Randy L. (2005). Writing the Winning Thesis or Dissertation. California: Corwin
Press.
Halliday, M.A.K. (1994). Functional Grammar. Arnold.
Jogthong, Chalermsri. (2001). Research Article Introduction in Thai: Genre Analysis of Academic Writing.
Dissertation, West Virginia University. Retrieved April 8, 2010. Adobe Acrobat Document.
Lee, Nancy Shzh-chen. & Tajino, Akira. (2008). Understanding Students' Perceptions of Difficulty with
Academic Writing for Teacher Development: A Case Study of the University of Tokyo Writing Program.
Retrieved May 18, 2009 from http://repository.kulib.kyoto-
u.ac.jp/dspace/bitstream/2433/70833/1/01_Nancy.pdf
Martin, J.R., Matthiessen MIM, Christian. & Painter, Clare. (1997) Working with Functional Grammar. New
York: St Martin’s Press, Inc.
Martin, J.R. & Rose, David. (2008). Genre Relations. Equinox Publishing Ltd.
Martin J.R. & Rose, David. (2007). Working with Discourse: Meaning Beyond the Clause. Continuum.
Murrow, Patricia. (2005). Analysis of Grammatical Errors in Student’ Writing: Indicators for Curricula
Development. Retrieved April 19, 2009. Adobe Acrobat Document.

286 st
The 61 TEFLIN International Conference, UNS Solo 2014
Nga, Nguyen Thi Hong. (15 January 2009). Academic English at Tertiary Level: What, Why, How. VNU Journal
of Science, Foreign languages 25 (2009) 112-117. Retrieved April 8, 2010. Adobe Acrobat Document.
Oliver, Paul. (2004). Writing Your Thesis. Sage Publications Limited.
Paltridge, Brian. (1997). Genre, Frames, and Writing in Research Settings. Amsterdam/Philadelphia: John
Benjamins Publishing Company.
Paltridge, Brian & Starfield, (2007) Sue. Thesis and Dissertation Writing in a Second Language. New York:
Routledge.
Swales, John M. (1990). Genre Analysis: English in Academic and Research Setting. USA: Cambridge
University Press.
Swales John M., & Feak, Christine B. (2008). Academic Writing for Graduate Students. USA: The University of
Michigan Press.
Swales John M., & Feak, Christine B. (2009). Telling a Research Story: Writing a Literature Review. . USA:
The University of Michigan Press.
Travers, Max. (2001). Qualitative Research through Case Studies. London: Sage Publications.
Widiastuti, S. (2010). The students ability and problem in writing a research proposal. UPI: Unpublished
Thesis, English Study Program.

st
The 61 TEFLIN International Conference, UNS Solo 2014 287
 THE ANALYSIS OF TEACHERS’ PREPARATION
IN USING ENGLISH TEXTBOOK

Intan Satriani
Indonesia University of Education
intan.satriani@yahoo.co.id

Abstract: Most teachers focus more on taking the materials and delivering all chapters from textbook rather
preparing their own materials with supplementary materials from other sources. The study aims to investigate the
ways and the advantages of teachers’ preparation in using textbook creatively. Qualitative case study was
utilized to get clear illustration of teachers’ preparation in combining the textbook with other materials. The
study revealed that in using textbook creatively, teachers did some steps which suggested by Harmer (2007b),
such as replacing, adding, and adapting. The data also obtained some advantages, namely (1) matching the
materials which are suitable for the students; (2) engaging students’ interest in learning; (3) giving new
experience for teachers; and (4) bringing the reality to the students. In addition, when teachers combined
textbook with other authentic materials, it was responded positively by the students and it gave a number of
benefits for both the teachers and students. Thus, it is recommended that the next researchers may want to
conduct the research about instructional materials from preparation stage until the implementation in the
classroom.

Keywords: teachers’ preparation, English textbook

Introduction
Teachers, without preparation and materials in teaching, are like chefs without cooking ingredients
(Suherdi, 2013). They cannot make any foods, but they can only turn on the stove and heat the frying pan up. On
the point of that, preparing the activity and materials is important for the teachers before they deliver the lesson
to motivate students in the classroom (Gujjar & Malik, 2007).
Teachers should prepare the well-organized activities and materials which will be delivered to the
students, because the lesson has a far greater chance of success than a chaotic one (Harmer, 2007a, 2007b). It
means that teachers are highly suggested to creatively use the textbook material, not only to teach the materials
or chapters in the textbook. They have to synchronize the material with lesson plan and syllabus that were
created by the teachers (Pajarwaty, 2009; Chu Ying & Young, 2011). It is also supported by Brown (2001) who
states that when teachers use textbook as a material, they have to pay attention to several points in lesson plan
such as goal, objectives, materials and equipment, procedures, evaluation, and extra class work.
Numerous previous studies have been conducted on teachers’ use of English textbook (Pajarwaty, 2009;
Aminuddin, 2009; Chu Ying & Young, 2011). However, there are limited sources and research about teachers’
preparation in using English textbook. Preparing the teaching and learning materials is considered as one of the
important stages before acting out the plans in the classroom (Aminuddin, 2009).
Based on the explanations above, this study is conducted to investigate the teachers’ preparation in
using English textbook and the advantages of it. The results of the study are expected to give significant
contribution for English language teaching, and to enrich the information about the use of textbook and teachers’
competency in materials’ use.

Theoretical Framework
1. Characteristics of a good textbook
English language teaching and learning has many important components, but the essential one in many
EFL classrooms is the textbook (Hinchman, 2002; Cheng, 2011). Sometimes, teachers feel that it is difficult for
them to teach systematically without a textbook. Indeed, the textbook plays a crucial role in providing a base of
materials for both teachers and learners (Hutchinson & Torres, 1994).
In language teaching, teachers need to identify whether that textbook suitable or not for the students.
Harmer (2007b) proposes several criteria in choosing a suitable textbook for the students, such as price and
availability, add-ons and extras, layout and design, instructions, methodology, syllabus, language skills, topics,
cultural appropriacy, and teacher’s guide. Moreover, Ur (2006) also suggests some points that should be
considered in using textbook, namely framework, syllabus, ready-made texts and tasks, economy, convenience,
guidance, and autonomy.

288 st
The 61 TEFLIN International Conference, UNS Solo 2014
2. Materials modification
Before teachers act out in front of the students, they have to prepare their teaching materials well. They
cannot only copy and paste all the materials provided in the textbook, since it will demotivate the students
(Suherdi, 2013). Teachers can combine authentic materials and textbooks to obtain interesting media or lessons
for the students and to modify the textbook (Harmer, 2007a). There are four alternatives to modify the materials
in textbook, such as ignoring the lesson, replacing the textbook lesson with one of our original products or
authentic materials, adding what is in the book, and adapting the lesson (Harmer, 2007b).
To modify the materials, at the beginning teachers need to concern in (1) choosing inputs and sources
and (2) selecting exercise types (Richards, 2001). In choosing inputs and sources, teachers need to see the goals
and objectives from the lesson plan as well as find out the standard competence stated in the syllabus. In
choosing the textbook which are appropriate for the students, teachers should use some techniques which may
take a variety of forms in modifying the materials. There are several techniques such as modifying content
(Richards, 2001; Harmer, 2007b), adding or deleting content (Richards, 2001; Harmer, 2007b), reorganizing
content (Richards, 2001), addressing omissions (Richards, 2001), and extending task (Richards, 2001; Harmer,
2007b).

Research Methodology
This study employed a qualitative case study design since the data were gathered through multiple
sources as stated by Hitchcock and Hughes (1995 in Cohen et al, 2007). The participants of this study were two
teachers of two different senior high schools in Bandung. Those two teachers were chosen because they used
same textbook entitled “Look Ahead 2” and they combined the textbook with other sources. They use textbook
creatively as suggested by Harmer (2007b). The data collecting procedure involved document analysis and
interview.

Findings and Discussion

1. Ways of teachers’ preparation in using textbook
According to the data obtained, it was found that textbook was used by the teachers as supplementary
materials. They also adapted, added, and replaced the textbook with others materials, namely authentic or
commercial materials. Teachers added and chose the material in preparation stage and matched the materials
with goals in the syllabus or lesson plan.
Based on the document analysis that was conducted, it was found that in using textbook materials, the
teachers focused on several main points in the textbook. The points were the contents and topics of the materials,
the distribution of the four language skills or activities, and the organization of the appropriate textbook.
In line with the analysis on the content of the textbook, this study found that the textbook provides the
general contents and topics. This indicates that the textbook was match with the program in the syllabus. This
appears to show that it was the important choice of contents and topics in the textbook in accordance with the
English program in the class as Harmer (2007b) noticed (see section 2.2). The textbook “Look Ahead 2”
promote several criteria of suitable textbook for the students which are suggested by Harmer (2007b) namely
price and availability, add-ons and extras, layout and design, instructions, methodology, syllabus, language
skills, topics, cultural appropriacy, and teachers’ guide. In this study researcher only focus on instructions,
methodology, language skills, topics, and cultural appropriacy.

2. The advantages of preparation stage in using textbook

Based on the second research questions, there were some benefits of adding and replacing the materials
from textbooks with authentic materials, such as (1) matching the materials which are suitable for the students,
(2) engaging students’ interest in learning, (3) giving new experience for teachers, and (4) bringing the reality to
the students. These findings are in line with Gebhard’s statements (2006).
From the planned classroom activities and source of materials, it was expected that the two teachers did
not only use textbook as their primary source, nonetheless they were expected to combine the materials in the
textbook with other sources. In the interview, one of the teachers stated that when she taught report text, she did
not only use Look Ahead textbook but also she uses encyclopedia as a students’ guidance to increase the
information in writing report text. Besides that, the other teacher also provided cassette and script for students.
Moreover, the second teacher also used authentic materials besides the textbook. That teacher taught short
functional text using real banner, authentic poster, and real pamphlet.
The creative use of textbook can engage students’ interest in learning. It is supported by a statement
from the second teacher in the interview. She said that “For some students it is useful because they are interested
in the new material. They said that their English teachers in the senior high school only focused on the textbook
so it might have been a new experience for them to have the authentic materials in the classroom”. That
argument is in line with Harmer (2007b). He says that in organizing the activity and materials which will be

st
The 61 TEFLIN International Conference, UNS Solo 2014 289
delivered in the classroom, students can see the preparation and enthusiasm of teachers in facing and conducting
the lesson.

Conclusion
The result of the study indicates that preparation in using English textbook is important for the teachers
in order to be creative in developing the materials, to be able to use authentic and commercial materials beside
textbook, and give many benefits both for the students and the teachers. Those materials are easily taken from
the environment and the internet. Through several instruments, teachers can bring the reality to the students in
the classroom.
In using textbook creatively teachers obtained some advantages, namely (1) matching the materials
which are suitable for the students; (2) engaging students interest in learning; (3) giving new experience for
teachers; and (4) bringing the reality to the students. In addition, when teachers did not use the textbook as a
single source but they combine it with other authentic materials, it was responded positively give a number of
benefits for the teachers and students.

References
Aminuddin, M. (2009). Analysis of teachers’ use of English instructional materials: From preparation to
implementation. UPI: Unpublished Paper.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York:
Pearson Education.
Cheng, W. W. (2011). Thinking of the textbook in the ESL/EFL classroom. English Language Teaching. 2 (4),
p. 254-256.
Chu Ying, C. & Young, K. (2011). The centrality of using textbooks in teachers’ work: Perceptions and use of
textbooks in a Hongkong primary school. The Asia Pacific Education Researcher Journal, 16 (2).
Cohen,L et al. (2007). Research methods in education (6th Ed). New York: Routledge.
Gujjar, A. A. & Malik, M. A. (2007). Preparation of instructional material for distance teacher education.
Turkish Online Journal of Distance Education (TOJDE). 8 (1).
Gebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher self-development and
methodology guide (2nd). Michigan: The University of Michigan Press.
Harmer, J. (2007a). The practice of English language teaching. Essex: Pearson Education Limited.
Harmer, J. (2007b). How to teach English. Essex: Pearson Education Limited.
Hinchman, K. A. (2002). How teachers use the textbook: Lessons from three secondary school classrooms.
English Language Teaching Journal. 48 (2), p. 304-305.
Hutchinson, T. & Torres, E. (1994). The textbook as agent of change. English Language Teaching Journal. 48
(2), p. 315-328.
Pajarwaty, D. (2009). English teachers’ beliefs and practices in communicative language teaching. UPI:
Unpublished Paper.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Suherdi, D. (2013). Buku pedoman penyelenggaraan pendidikan profesi guru bahasa Inggris: Buku ajar
pemantapan kompetensi akademik 3.1. Bandung: Celtics Press.
Ur, P. (2006). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

290 st
The 61 TEFLIN International Conference, UNS Solo 2014
 LANGUAGE LEARNING ACTIVITIES
IN THE SCIENTIFIC-METHOD-STEP-BASED CLASSROOM

Joko Priyana
Yogyakarta State University
j_priyana@yahoo.com

Abstract: The Ministry of Education and Culture recommends that the scientific method be applied in the
teaching and learning process of all subjects, including English language, in theimplementation of Curriculum
2013. Language learning takes place through the steps of observing texts, formulating questions, collecting data,
analyzing data (and drawing conclusions), communicating findings, and creating texts. It is believed that such
steps effectively facilitate students to attain knowledge about language, communication skills, and attitudes.
Currently teachers have different views regarding the typical language learning activities, learning objectives of
each of the steps, the roles of the teachers, and the classroom steps. This paper briefly proposes the learning
activities and objectives of each step, the teacher’s roles, and the steps of a scientific-method-based language
classroom.

Keywords: scientific method, classroom steps, language learning activities

Introduction
Based on the Basic Competences in the Minister of Education and Culture Regulation No. 68, 69, and
70/2013, English language teaching in Junior, Senior, and Vocational High Schools aim to develop the student’s
ability to communicate in the target language orally and in writing accurately and appropriately in the four
language skills in a variety of contexts for varied purposes using a range of text types and language functions. To
support the ability to communicate, the English language teaching also aims to equip the students with adequate
knowledge about texts, particularly social function, text structure, grammar, and vocabulary. In addition, English
Curriculum 2013 intends to help students develop acceptable behaviour in personal, social, academic, and
professional contexts.
To attain the above-mentioned aims, the ministry recommends that the scientific method to teaching and
learning be applied (Minister of Education and Culture Regulation No. 65/2013).
My meetings with English language teachers from different parts of Indonesia in workshops on
Curriculum 2013 and some articles on language classroom with the scientific method (for example Suharyadi,
2013; Direktorat Pembinaan SMP, 2013) suggest that teachers have different views regarding the typical
language learning activities, learning objectives of each of the steps, the teacher roles in the learning process, and
the classroom steps. For that reason, this paper proposes the learning activities and objectives of each step, the
roles of the teacher in every step, and the steps of a scientific-method-based language classroom.

Language Classroom with the Scientific Method

1. The learning activities and objectives of each step
As stated above, the learning process applies the scientific method. Learning takes place through the steps
of observing, questioning, experimenting, associating, and communicating. In the language learning
process, another step is added, namely creating. Referring to Direktorat Pembinaan SMP (2013) and
Priyana (2014), the learning activities and objectives of every step are as follows.
a. Observing (texts)
In the language learning process, observing means reading and/or listening to texts. The students read
and/or listen to texts in order to list items they need to know in order to comprehend and/or produce
texts or communicate ideas. At the end of this step the students have a list of items they want to know
that generally include the social function of the text, text structure, grammar, and vocabulary.
b. Questioning (asking questions)
Having identified items they need to know in order to be able to comprehend and/or create texts, the
students ask or formulate questions based on the identified items. The questions at least cover all the
achievement indicators stated in the lesson plan. In this step of learning, students are encouraged to
propose temporary answers based on their knowledge and/or limited information they have. Thus, the
output of this step is a list of questions and preferably also a list of temporary answers.
c. Experimenting (collecting data/information)
The next step is collecting data/information to answer their formulated questions. Students collect
data/information relevant to the questions using one or more techniques such as observation (e.g.

st
The 61 TEFLIN International Conference, UNS Solo 2014 291
 watching videos), interviewing resource persons, and reading books. By the end of this step the
students will have enough data/information to answer their questions.
d. Associating (analyzing data/information)
In this step students analyze data/information to answer their questions and draw conclusions. With or
without teacher’s support students sort out, classify, and identify patterns to answer their questions.
At his step the students produce answers to their questions.
e. Communicating (answers/conclusions)
After aswering questions (drawing conclusions) based on the (analysis of) data they gather, students
communicate their answers or conclusions to the class in writing and/or orally. Their answers
(conclusions) represent the knowledge they ‘construct’ or learn. At the end of this step the students are
expected to have learned the necessary knowledge (especially about the social function of the text,
structure of the text, grammar, and vocabulary) in order to comprehend and create texts.
f. Creating (texts)
Learning language does not end when the students already learn the features of the targeted text. Their
knowledge about the text should be used to comprehend and create texts. Learners must be given a lot
of opportunity to communicate thoughts using the newly-learned knowledge. The messages the obtain
from texts and the texts they create can be further communicated to others orally and/or in writing.

2. The teacher’s roles in the classroom with the scientific method

English Curriculum 2013 intends to make the students learn. They are expected to do the learning.
However, it does not mean that the teacher has no roles in the language classroom. An English teacher
needs to provide the students with some support in every learning step. The less experienced the students
are with the scientific method classroom, the more support they need. Some of the roles of an English
teacher are listed below.
a. Observing (texts)
The teacher assists students to list items to know in order to comprehend and create the targeted texts.
The teacher may provide a list of items from which the students can select some. The teacher may also
make some items in the input (model of language) salient.
b. Questioning (asking questions)
The teacher helps students to ask or formulate questions with reference to the items they want to know
in order to comprehend and create texts. As asking or formulating questions is not an easy task
(particulalarly for beginners), the teacher may need to come to the classroom with a number of
questions the students can start with.
c. Experimenting (collecting data/information)
Collecting relevant data/information to answer questions is demanding for inexperienced students. For
that reason, teachers are required to provide the students with worksheets and learning resources.
d. Associating (analyzing data/information)
In this step, the teacher helps the students see patterns to answer questions and help draw conclusions.
e. Communicating (answers/conclusions)
The teacher provides feedback in this step. The answers or conclusions the students report to the class
may be wrong or inadequate. It is time for the teacher to correct and/or enrich the knowledge that the
students ‘construct’.
f. Creating (texts)
It is time for the students to use the newly-learned knowledge to comprehend and create texts. This
opportunity is for them to convert their declarative knowledge into procedural knowledge
(Kumaravadivelu, 2006). The role of the teacher is to design guided, semi-guided and free language
production tasks. In addition, the teacher provides the students with strategy, idea, and language
support.

3. The language classroom steps with the scientific method

In the actual teaching-learning process, students commonly ask a number of questions. To answer all the
questions, they need to collect and analyze data. To collect and analyze data to answer all the questions at
once is usually not feasible.

292 st
The 61 TEFLIN International Conference, UNS Solo 2014
 1. Observing texts and
2. Questioning (asking questions)

(With the teacher’s support) students read and/or listen to text to list items they need to know in order to
comprehend and create texts and formulate questions.

a. Question 1 (vocabulary)
b. Question 2 (comprehension)
c. Question 3 (social function) The questions at least cover
d. Question 4 (text structure) all the achievement indicators.
e. Question 5 (grammar)
f. ...

3. Experimenting (collecting data/information) Questions 1 and 2

Associating (analyzing data/information) through one or two
Communicating (answers or conclusions) tasks.

4. Experimenting (collecting data/information) Questions 3 and 4

Associating (analyzing data/information) through one or two
Communicating (answers or conclusions) tasks.

5. Experimenting (collecting data/information) Question 5 and so on

Associating (analyzing data/information) through one or two
Communicating (answers or conclusions) tasks.

6. Creating texts

a. Guided production task(s)

b. Semi-guided production task(s)
c. Free production task(s)

Figure 1. Language classroom steps with the scientific method

For that reason, one or two learning tasks that require the students to collect and analyze data as well as
communicate answers may be designed for every two related questions. Thus, some of the learning steps are
repeated. The repeated steps are the experimenting (collecting data/information), associating (analyzing
data/information), and communicating (reporting answers/conclusions) steps. Figure 1 presents the classroom
steps.

Steps 1 to 5 are for the students to get knowledge about texts (e.g.: social function, text structure,
grammar, vocabulary) and step 6 is for the students to use the knowledge they learn to comprehend and create
texts or communicate ideas/thoughts. Students should spend much more time to create texts (step 6) than they do
to get knowledge about texts (steps 1 to 5). That the scientific method classroom steps facilitate students to
obtain knowledge about language and get a lot opportunity to produce language is in line with current views in
language teaching and learning (see for example Kumaravadivelu, 2006).

Conclusion
To conclude this paper, a number of points are presented.
1. The curriculum recommends that the scientific method be applied. Language learning takes place through
the steps of observing texts, questioning (asking questions), experimenting (collecting data), associating
(analyzing data and drawing conclusions), communicating (findings or knowledge), and creating texts.
2. An English teacher plays a number of roles in the teaching and learning process. The teacher should provide
support in every step, particularly assistance in listing items to understand, formulating questions, collecting
data, associating data (and drawing conclusions), communicating answers (knowledge), and creating (and
comprehending) texts.

st
The 61 TEFLIN International Conference, UNS Solo 2014 293
3. A model of classroom steps has been proposed. Observing (texts) and questioning steps are combined. The
three following steps – data collection, data analysis, and communicating steps can be repeated for different
questions. When all questions have been answered and communicated, the final step, creating (texts) is
done. In this final step, first, students are provided with every necessary support in order to produce
language. Next, less support is given and finally minimum or no support is made available.

References
Direktorat Pembinaan SMP. (2013). Panduan Penguatan Pembelajaran. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
Kementerian Pendidikan dan Kebudayaan. (2013). Kerangka dasar dan struktur kurikulum SMP/MTs
Kementerian Pendidikan dan Kebudayaan. (2013). Kerangka dasar dan struktur kurikulum SMA/MA
Kementerian Pendidikan dan Kebudayaan. (2013). Kerangka dasar dan struktur kurikulum SMK/MAK
Kementerian Pendidikan dan Kebudayaan. (2014). Standar proses.
Kumaravadivelu, B. (2006). Understanding language teaching from method to postmethod. New Jersey:
Lawrence Erlbaum Associates, Inc. Publishers.
Priyana, J. (2014). English curriculum 2013: goals, contents, methods, and assessment techniques. A paper
presented at the 11th JETA International Conference 18 – 19 June, 2014.
Suharyadi. (2013). Exploring “scientific approach” in English language teaching. Accessed from
http://teqip.com/wp-content/uploads/2014/03/Kelompok-Bahasa-Inggris-1.pdf, 8 August 2014.

294 st
The 61 TEFLIN International Conference, UNS Solo 2014
 NATIVE ENGLISH TEACHER EXAMINING BILINGUAL ESSAYS WRITTEN BY STUDENTS OF
INDONESIAN-ENGLISH TRANSLATION CLASS: THE CASE OF ENGLISH EDUCATION
DEPARTMENT OF PURWOREJO MUHAMMADIYAH UNIVERSITY

Junaedi Setiyono

Abstract: Nowadays the number of non-native English speakers exceeds the number of native English ones, so
English is used to communicate among the non-native English speakers. As a consequence, English teachers
should consider the phenomena of world Englishes. In this research the main problems is what corrections the
native English speaker examining the bilingual essays written by students are. The native speaker is the English
lecturer of ESL composition at the Ohio State University, and the subjects are the students of English Education
Department at Purworejo Muhammadiyah University in the academic year of 2012/2013. The data is in the form
of a number of bilingual essays written by students in accomplishing the task of Indonesian-English translation
class. The analysis and interpretation employed is mainly the mixed method emphasizing on descriptive-
qualitative research method. After examining, the native English teacher states that he is able to comprehend
most of the essays. However, he finds that there are quite many sentences which are considered idiomatically
unnatural for native speaker’s point of view. Such weaknesses occur especially due to the use of inappropriate
words and idiomatic expressions.

Keywords: bilingual essay, Indonesian-English translation, native English teacher, task

English Education Department of Teacher Training and Pedagogy Faculty is supposed to produce
professional English teachers. They are going to be English teachers at either lower or upper secondary schools.
And, in this globalization era, they have a greater opportunity to work together with native English teachers
(NETs). The problems which arise, among others, is the assumption coming from the students and student’s
parents that NETs can teach English better than non-native English teachers (NNETs). However, there are quite
many studies whose topic is the roles of NNETs and NETs in their English class. From such studies the
researcher knows that the weakness of NNETs is especially dealing with their cultural awareness.
As a matter of fact, the number of non-native English speakers exceeds significantly the number of
native English ones, apparently English is used to communicate among the non-native English speakers rather
than that of the native English ones. This phenomenon can clearly be seen right now. As a result, the world
Englishes with the translingual and codemeshing concepts (Canagarajah, 2012) are an unavoidable subject of
consideration for English teachers. It means that English teachers should not only realize the linguistic and
cultural influence coming from student’s mother tongue but also accomodate such influences appropriately. As a
result, it is important to know the differences between native English teachers (NETs) and non-native English
teachers (NNETs).
Based on the research done by Florence (2012), the non-native English teachers (NNETs) or Local
English Teachers (LETs) have both the advantages and disadvantages. The advantages include their proficiency
in students’ L1, their knowledge of students’ learning difficulties, the ease students experience in understanding
their teaching, and in communication. The disadvantages appear to be the reverse of what the native English
teachers (NETs) have, i.e. NETs have good English proficiency and have ability to facilitate student learning.
In addition, the non-native English teachers (NNETs) in Indonesia should realize that English teaching
has a significant effect on Bahasa Indonesia teaching. As a matter of fact, there are some anxieties dealing with
the domination of English as an international language that can threaten the position of Bahasa Indonesia as a
national language, and it becomes one the considerations in holding this research too. Gunawan’s review in
Djiwandono (2002) states that the current sociolinguistic situation in Indonesia implies that Indonesian is facing
a threat from English language in its status as a symbol of national pride, particularly among the young
generations.
Implementing code-switching, i.e. using Bahasa Indonesia during English learning-teaching activity, is
not ill-advised. Sampson (2012) writes that code-switching may not necessarily be connected to ability level and
serves multiple communicative and learning purposes. This indicates not only that total proscription of L1 is ill-
advised, but that the mother tongue can be usefully exploited for learning, for example when performing
contrastive analysis.
The anxiety has already been responded by some experts on English teaching in Indonesia such as
Mulkhan (1996) and Ramelan (1994). They argue that such an anxiety can be overcome. Even they state that
English does not threaten the superiority of Bahasa Indonesia, but, on the contrary, English teaching in Indonesia
can help the development of Bahasa Indonesia.

st
The 61 TEFLIN International Conference, UNS Solo 2014 295
 The significances of this study are that it consitutes the attempt to utilize the advantages of being non-
native English teachers and it also constitutes the attempt to utilize native speaker’s point of view in revising the
output’s written products in order the native speaker of English can easily comprehend what the students write.

Research Methods
Basically, the method which the researcher employs in conducting this research is mixed methods
focusing on a descriptive-qualitative analysis. However, because he relies heavily on examining students’ essays,
his research method can be categorized as a narrative analysis. Mitchell and Eguido (2003) state that narrative is
inherently multidisciplinary, and is an extension of the interpretive approaches in social sciences. They say that
narrative analysis then takes the story itself as the object of study. Furthermore, this study employs error analysis
as proposed by Dulay, Burt, and Krashen (1982) to some extent. And, it can also be caterorized a case study.
Dealing with what process research is intended to achieve, this research can be categorized as having a
pedagogical orientation. It means that the research aim will concentrate on the practical aspects of training
translators and thus on working with trainers or trainees as subjects of experimentation (Hatim, 2001).
Determining students to be the respondents is the first step that the researcher does. The respondents are
the students of English Education Departments of Purworejo Muhammadiyah University in the academic year of
2012/2013. They are the fifth semester students who take the subject of Indonesian-English Translation. Such a
subject, which is offered at the fifth semester, was held in September, 2012 to February, 2013. The second step is
to ask the students to do the task, i.e. writing an essay in Bahasa Indonesia and then translating it into English
before attending the final examination. There are thirteen students whom the researcher asked them
accomplishing and submitting the task given.
After asking the native speaker to revise the student’s taks, however, the error made by students in
translating their Indonesian essay into English ones need further categorizations, more than what are already
proposed by Dulay et al. It is because the problems are not only dealt with linguistic aspects but also
translational ones.

Research Findings
After examining thirteen student’s tasks and after asking a native speaker to revise them, the researcher
can find that the students have problem in translating their Bahasa Indonesia essay into English one especially
dealing with inappropriate words and idiomatic expressions which can be specified by the problems related to
diction, omission, addition, misformation, sentence logic, verb agreement, pronoun, punctuation, run-on
sentence, and parallelism. However, some mistakes cannot be said as neither purely translational nor purely
lingusitic mistakes. Sometimes students wrote their Bahasa Indonesia sentence ungrammatically. And, of course,
their English sentence was influenced by their ungrammatical Bahasa Indonesia sentence.
Although the mistakes are possibly caused by the Bahasa Indonesia sentence they write, they should
have realized that their English sentence are ungrammatical. In this case, the researcher does not discuss the
cause of mistakes. He does discuss how to keep the sentence or paragraph meaning without neglecting both the
syntax and lexis.

Discussion Of The Findings

There are two main discussions related to the research findings, i.e. discussing about translation
teaching at English Education Department of Teacher Training Pedagogy Faculty and discussing about student’s
tasks in the form of bilingual essays to answer of what corrections native English speaker made are. In the
second discussion, the researcher provide the reader with a part of student’s essay with revisions made by a
native speaker.

Translation Teaching at English Education Department

Indonesian-English Translation subject at English Education Department of Teacher Training and
Pedagogy Faculty of Purworejo Muhammadiyah University is offered to the fifth semester students. In this
department the translation teaching has some different characteristics comparing with the translation teaching
held by other department or faculty. In it, the translation teaching belongs to what so-called pedagogic
translation.
Basically, translation teaching is at least divided into two categories, i.e. real translation and pedagogic
translation. Real translation teaching emphasizes on preparing the students to be translator. Meanwhile,
pedagogic translation emphasizes on preparing the students to be a teacher of English as a foreign language who
are aware of their students’ L1. Klaudy in Vermes (2003) explains what pedagogic translation is. According to
him pedagogic and real translation differ from each other on three counts: the function, the object, and the
addressee of the translation. As regards function, pedagogic translation is an instrumental kind of translation, in
which the translated text serves as a tool of improving the language learner’s foreign language proficiency.

296 st
The 61 TEFLIN International Conference, UNS Solo 2014
 As a matter of fact, to utilize students’ mother tongue or L1 in foreign language teaching occurs not
only in Indonesia but also in European countries. In this case Dilkova (2010) writes that one significant activity
is worth mentioning, namely translating from and into the mother tongue. ...using mother tongue is becoming
more popular nowadays exactly due to its help in foreign language learning. One reason for that is the positive
result in the learners’ motivation and the sense of achievement.
After examining thirteen student’s tasks and after asking a native speaker to correct or revise them, the
researcher can find that the students have problem in translating their Bahasa Indonesia essay into English one
especially dealing with using inapproprate words and idiomatic expressions which can be specified further by the
problems related to diction, omission, addition, misformation, sentence logic, verb agreement, pronoun,
punctuation, run-on sentence, and parallelism. It is in accordance with what is stated by Hatim (2001). He states
that students or language learners are consistently reported as ideal subjects for the kind of introspective data ...
on the specifics of translation such as lexical choice, grammatical restructuring, or the use of idiomatic
expressions. Before sending the student’s essays to be examined by a native speaker the essay, just the English
version, is placed in the table in order to be easily analyzed sentence by sentence.

Table 1: Examining English Text

My Struggle to Earn Money
By Dimas Taufik Akbar (10.212.0188)
Student’s Problems: no problem
When I went to college at the first time, I did not think
that my tuition fee was so expensive. However, after
being a student of semester 2, I thought that my tuition
fee and the cost of my transportation were so
expensive. ...
Student’s Problems: addition//and diction///
My Struggle to Earn Money
By Dimas Taufik Akbar (10.212.0188)
When I first went to college, I did not think that my
tuition fee was so high. However, after my second
semester, I realized that my tuition fee and the cost
of my transportation were quite high. ...

From the table above, the student’s problems are especially dealt with using inappropriate words and
idiomatic expression. In this case, they are represented by the problem of diction (three times found namely so
expensive should be changed into so high, thought should be changed into realized, and so expensive should be
changed into quite high), and addition (two times found namely at the first time should be first, being a student
of semester 2 should be my second semester).
After examining thirteen student’s tasks, the researcher manages to find out that the students have
problem in translating their Indonesian essay into English one especially dealing with using inapropriate words
and idiomatic expressions which can be specified further into: diction, omission, addition, misformation,
sentence logic, verb agreement, pronoun, punctuation, run-on sentence, and parallelism. However, some
mistakes cannot be said as purely translational mistakes nor purely lingusitic ones. It is due to the fact that
sometimes students write their Indonesian sentence ungrammatically. As a consequence, their English sentence
is influenced by their ungrammatical Indonesian sentence.

Students’ Task in the Form of Bilingual Essay

The following table is one of thirteen essays that the researcher manages to collect as the data. It covers both the
student’s bilingual essay and native’s speaker revision. However, what is presented here is only some parts of it.
It is due to the limited space this article has. In the table, the changes are presented sentence by sentence in order
that the analysis can be done more easily.

Table 2: Student’s Bilingual Essay and Native Speaker’s Revision*

Student’s Bilingual Essay
Usahaku Untuk Mendapatkan
Uang
Oleh Dimas Taufik Akbar
(10.212.0188)
Paragraph 1
Nama saya Dimas Taufik Akbar.
Saya mahasiswa semester lima di
Universitas Muhammadiyah
Purworejo.
Saya sering dipanggil Mas alias
Dimas di keluarga saya.
My Struggle to Earn Money
By Dimas Taufik Akbar
(10.212.0188)
My name is Dimas Taufik Akbar.
I am a student of the fifth semester
at Muhammadiyah University of
Purworejo.
The members of my family often
call me Mas or Dimas.
Native Speaker’s Revision
My Struggle to Earn Money
By Dimas Taufik Akbar
(10.212.0188)
My name is Dimas Taufik Akbar.
I am a fifth semester student at
Muhammadiyah University of
Purworejo.
My family members often call me
Mas or Dimas.

st
The 61 TEFLIN International Conference, UNS Solo 2014 297
 Walaupun mereka orangtua saya
dan orang yang lebih tua dari saya,
mereka memanggil saya dengan
sebutan Mas.
Saya punya empat saudara.
Kebetulan saya yang tertua dan
terganteng, karena semua saudara
saya perempuan.
Walaupun saya anak laki-laki satu-
satunya, saya tidak ingin menjadi
anak emas.
Saya selalu berusaha hidup mandiri
dan bekerja keras membantu kedua
orangtua, khususnya untuk
membiayai kuliah saya sendiri.
Although they are my parents and
people who are older than me,
they call me Mas.
I have four siblings.
Coincidentally, I am the oldest
and the most handsome, because
all my siblings are female.
Although I am the only boy in my
family, I do not want to be a
spoiled child.
I always try to live independently
and to work hard to help both of
my parents, especially to pay my
tuition fee by myself.
Although they are my parents and
they are older than me, they call
me Mas.
I have four siblings.
Coincidentally, I am the oldest
and the most handsome because
all my siblings are female.
Although I am the only boy in my
family, I do not want to be a
spoiled child.
I always try to live independently
and to work hard to help my
parents, especially to pay my
tuition fee by myself.

* revised by Jack H. Rouzer, Ph.D., the lecturer of ESL Composition & Spoken English Program at Ohio State
University at the Ohio State University

From the table above, it is clear that the main problems that the students encounter are the problems
which deals with the use of inappropriate words and idiomatic expressions. The problems can be specified
further namely the problems dealing with diction, omission, addition, misformation, sentence logic, verb
agreement, pronoun, punctuation, run-on sentence, and parallelism.

Conclusions and Suggestions

1. Because the number of non-native English speakers exceeds that of native ones, there are at least two
anxiety namely the domination of native English teachers (NETs) and, on the other side, the lack of
nativelikeness of English teaching outputs.
2. The first anxiety can be overcome by autonomous learning utilizing the non-native English teachers
(NNETs) being bilinguals, whereas the second anxiety can be overcome by collaborating proportionally
with native English teachers (NETs).
3. In teaching Indonesian-English Translation for students of English Education Department, the lecturer can
make use of his bilingual optimally without violating the Communicative Approach principles. Applying
Task-Based Language Teaching can be of the promising attempt to realize the communicative translation
teaching.

References
Canagarajah, S. (2012). Toward a Rhetoric of Translingual Writing. In the working papers series on Negotiating
Differences in Language & Literacy. University of Louisville
Dilkova, Ts. 2012. Learning Strategies in Foreign Language Teaching: Using Translation in Foreign Language
Teaching. Jurnal of the University of Chemical Technology and Metallurgy, 45, 4, 2010, 449-4522
Dulay, Heidi, Marina Burt, and Stephen Krashen. 1982. Language Two. Oxford. Oxford University Press.
Florence, Lai Ping. 2012. Advantages and Disadvantages of Native- and Nonnative English-Speaking Teachers:
Student Perspectives in Hongkong. Tesol Quarterly. June, 2012.
Hatim, Basil. 2001. Teaching and Researching Translation. Harlow, England. Pearson Education Limited
Mitchell, M and M. Aguido. 2003. A Review of Narrative Methodology. Edinburgh South Australia. DSTO
System of Library.
Mulkan, M.R. 1996. Kita dan Bahasa Inggris. Jakarta. Balai Pustaka
Nurkamto, Joko.2003. .”Problema Pengajaran Bahasa Inggris di Indonesia.” Linguistik Indonesia. Agustus 2003.
tahun ke-21, nomor 2.
Ramelan. 1994. Introduction to Linguistics. Semarang. IKIP Semarang Press.
Sampson, Andrew. 2012. Learner Code-Switching Versus English Only. ELT Journal. July, 2012.
Vermes, Albert. 2010. Translation in Foreign Language Teaching: A Brief Overview of Pros and Cons. Eger
Journal of English Studies X (2010) 83-93.

298 st
The 61 TEFLIN International Conference, UNS Solo 2014
 CHALLENGES IN MATERIAL DEVELOPMENT

Kusumarasdyati
Universitas Negeri Surabaya
unfound.door@ymail.com

Abstract: Teachers should be able to develop materials because at times the commercial books used at schools
do not include some pieces of knowledge the pupils have to learn. This paper attempts to describe the challenges
faced by the students of English Department Unesa in developing materials before internship at secondary
schools as student teachers. Being novices, they found challenges in three stages of material development:
making the book cover, outlining and writing the contents of the book. The students’ original works were
presented in this paper to exemplify the challenges.

Introduction
Various commercial English as a foreign language (EFL) textbooks have been abundantly available for
use by teachers and students in the English classes in Indonesia. Attractively designed and systematically
written, these books could be conveniently used by the teachers to present materials in the classrooms and
facilitate students’ learning. Bell and Gower (2009), however, cautioned against strict adherence to only one
textbook as it might impede creativity on the part of both the teachers and the learners. In addition, personal
anecdotes indicated that a single textbook containing everything the learners had to study hardly existed, and it
was almost impossible to find a self-contained textbook for a particular course. There might be a few items that
the learners had to master, yet the textbook lacked these items, creating a gap between what they should learn
and what they actually learned. As a consequence, teachers quite often felt the need to develop their own
materials to fill in the gap and ensure the success of learning. Developing materials is not an arduous task as long
as teachers have the relevant knowledge and skills to accomplish it, so it is essential to equip teachers and
student teachers to handle the situations where they need to develop materials. In Universitas Negeri Surabaya
(Unesa) a course is offered to the students of Education study program to provide them an opportunity to
practise developing materials before they embark on the internship in secondary schools as student teachers.
The present paper aims to describe the challenges faced by the students in English Department of Unesa
when they were attempting to develop materials in the above course. First, this paper will describe briefly the
course on material development offered in the English Department. Afterwards, the challenges will be presented,
supported by some examples of the students’ works.

Course on Material Development

Curriculum and Material Development was a 2-credit compulsory course taken by the students of
Education Study Program at English Department, Unesa in the sixth semester of their study to enable them to
develop effective materials when they taught English. This course was—as mentioned above—crucial to prepare
the students for another course in the next semester, Praktik Pengalaman Lapangan (PPL) or Student Teaching,
in which they were required to teach English in secondary schools for a few months and mobilize everything
they had learned about English teaching: curriculum, syllabus, teaching techniques, media, assessment and, of
course, material development.
The course Curriculum and Material Development—as the name suggests—explored the curriculums in
Indonesia and provided experience in developing materials relevant to the current curriculum. Of sixteen
sessions in one semester, the first three were spent reviewing briefly the previous curriculums and examining the
present curriculum. The rest of the semester focused on material development and the activities were mainly
workshops that provided the students with ample opportunities to write and revise the draft of materials. To be
specific, the task for the students was writing a unit of a book, including a cover of the book, table of contents
and an outline in the front. This outline was vital to ensure that the materials they wrote comprised four language
skills (listening, speaking, reading and writing) and three language components (pronunciation, grammar and
vocabulary). Graves (2000) and Bell & Gower (2009) emphasized the importance of integrating the language
skills in the materials because they were used interdependently in communication; for example, one might not
speak without listening, or writing without reading. By making the outline, the students had a plan about what to
include in the unit and how to integrate them, making it easier for them to devise the materials. After completing
the draft of the materials, they presented it individually in front of the class to get feedback from their peers and
lecturer. From the presentations, some challenges the students faced in writing the materials could be identified,
and will be taken up in the next section.

st
The 61 TEFLIN International Conference, UNS Solo 2014 299
Challenges
Devising materials could be a daunting task for novices so some inaccuracies in some parts were
expected to occur when the students were attempting to write the unit. They encountered a lot of difficulties in
their attempt but basically the challenges could be categorized into three areas: making the cover, outlining the
contents and writing the materials.
First, designing a cover for an English book turned out to be quite challenging for some students. They
were instructed to create an original cover for the unit they were writing, with an interesting title and the
students’ own picture in the background. In addition, the picture had to reflect the content of the materials, i.e.
English learning. Many students could accomplish this task well by putting English-learning-themed pictures on
the cover, such as photoshopping landmarks in English-speaking countries (Liberty Statue, the Tower of
London, and others) into their own pictures or showing themselves engaged in listening, speaking, reading and
writing activities. However, some students seemed to have difficulties in following the above instructions. One
of the problems was making a sound title for the book. Although the cover was colorful and the pictures they put
there reflect English learning (in serious atmosphere or otherwise), limited grammar competence hindered their
efforts in creating an appealing title. To illustrate, some students used ill-formed expressions ‘English Funny
Learning,’ ‘English Happy, English Fun’ and ‘Guide for Enjoy Your Reading Time’ (Figure 1) to convince
others that learning English was a pleasant activity.

Figure 1. Titles containing grammatical errors

Another problem lay on the pictures they selected to decorate the cover. Careful instructions had
been given to ensure that the students used a picture of themselves involved in the activity of learning English,
but a few students failed to comply with this guideline. Figure 2 showed two examples of a book cover with a
picture of the students drawing on an architect desk (left) and reading a prayer book (right). While such pictures
might be appropriate for books on English for Specific Purposes (ESP), they certainly did not suit books which
secondary school learners used to learn English.

Figure 2. Book covers with less relevant pictures

The second area which proved to be challenging for the students was constructing a table which
systematically outlined the content of the unit. This outline was expected to help the students in determining the

300 st
The 61 TEFLIN International Conference, UNS Solo 2014
appropriate activities for each language skill and component while at the same time integrating all of the
language skills and components to make language learning more coherent and meaningful. Unfortunately, this
expectation was not met as the majority of the students submitted the draft of the unit without any outline in it.
Even if they inserted an outline between the cover and the unit, some of the outlines were insufficient as they
were too brief (Figure 3).

Figure 3. A good outline (top) and an insufficient outline (bottom)

Rather than detailing the plan of the unit (top), the inadequate outline only use a word or two in each
column (bottom), giving a vague idea to the book users about what to learn in the unit. Whereas some outlines
are less detailed, some others provided too much information for the wrong reason. In Figure 4, the outline was
lengthy and it contained the learning objectives instead of the well-organized plan of what the unit would be
about.

Figure 4. A verbose, inaccurate outline

Finally, the challenge—probably the biggest one—was developing the outline into a unit of a book
because it was greatly possible that wordy, inadequate or no outlines resulted in poorly developed materials.
Without a sensible plan in the form of an outline the students as material developers would ramble in their efforts
to orchestrate the language skills, the language components, the genre and other elements into materials. There
were some cases where the book units they wrote lacked one or more language skills and language components.
Even if all of the language skills and language components were present, quite often they were not well
integrated: the reading and writing tasks were about a certain topic, whereas the listening and speaking tasks
were about entirely different subject matter, and grammar or vocabulary exercises bore little relevance to the
above language skills. Usually the students’ habit of exact copying books or online articles contributed to lack of
integrated language skills and components, and this could lead to another problem, namely copyright. This
‘copy-paste’ behavior also revealed the students’ reluctance to adapt the raw materials they obtained from
various sources into English texts which were readable for high school pupils. Figure 5 demonstrated a speaking
activity which required the learners to read a piece of news containing long sentences and low-frequency words,
making it highly unreadable for the learners.

st
The 61 TEFLIN International Conference, UNS Solo 2014 301
 Figure 5. Unmodified text with low readability

Bias could also be a major challenge for the beginning material developers. Having little or no
experience in developing materials, the students might be less aware of the potential bias that could make
materials less effective. The bias might be related to culture, in which sensitive cultural issues were
unintentionally included, causing confusion or even controversy on the part of the learners. Another source of
bias was gender, as shown in Figure 6.

Figure 6. An example of gender bias in a listening activity

This female student wrote her unit well: excellent layout, colorful pages, interesting activities and
highly integrated language skills/components. However, there was a minor problem in selecting the topic for this
listening activity (and also the vocabulary section which followed but was not shown in Figure 6), that is, she
gave instructions on how to wear a veil. While these instructions might be deemed useful and interesting for
female learners, the male learners might have a different opinion about it as boys never wore a veil or helped
girls to wear one in their daily life. It would be more acceptable for all learners to do tasks with topics that
interested both males and females.

Concluding Remark
In conclusion, challenges in developing materials for beginners—in this case, the students of English
Department, Unesa—occur in three stages, namely, making the book cover, the outline and the contents of the
book. When designing the book cover, the students made grammatical errors in writing the title or chose
inappropriate pictures. Making the outline was equally problematic, prompting some of the students to omit it or
devise an inadequate one. The last challenge relates to writing the materials which would become the contents of
the book. The students might fail to integrate the language skills and components, estimate the best level of
readability for some texts and sense the potential bias in the materials.

References
Bell, J. & Gower, R. (2009). Writing Course Materials for the World: A Great Compromise. In Tomlinson, B.
(Ed.). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston: Heinle.

302 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE ANALYSIS OF THEMATIC PROGRESSION IN EVALUATING EFL WRITING

Linda
Ratna Andhika M.
Universitas Swadaya Gunung Jati Cirebon
Jl. Pemuda 32, Cirebon, West Java 45132
syadzahaura@gmail.com

Abstract: There have been efforts to solve students’s problems of writing difficulties in EFL class. However, the
investigation on the features of the students’s written discourse regarding the Thematic Progression is rarely
done. The present study aims to explore that the notion of thematic progression can be helpful as an important
tool at the level of discourse for the teacher to evaluate EFL writing. The focus in the study is to answer several
research questions in which involving the thematic progression, and textual cohesion and coherence in EFL
writing. To address this issue the writers have analysed a sample of 20 compositions written by students
learning English as Foreign language in term of their thematic progression. The data for this investigation were
collected through interview, classroom observation, and the review of students’ written works. This analysis has
enabled the writers to find the common problems they had for textual cohesion and coherence in EFL writing.

Keywords: Theme, Rheme, Thematic Progression

Introduction
Recently, research based on the construct introduced by the proponents of the systemic functional
grammar has proliferated in recent years. Since M.A.K Halliday, whose contribution to linguistics in the form of
systemic functional grammar has influenced on the way language is looked at, Theme has been widely studied to
be an important cohesive device at dicourse level (Belmonte and Hidalgo, 1997; Leonard and Hukari, 2005). A
strong line of investigation has been related to the concept of Theme and its development in different types of
texts. The strength of this investigation comes from the fact that Theme – Rheme plays a significant role in the
creation of texture and structure of the message and in enabling it to be effectively communicated and clearly
understood. This insight forms an important part in this paper that is “the textual function of the clause is that of
constructing the message and Theme-Rheme is the basic form of the organization of text a message (Halliday,
2004).
In this paper the writer tries to prove that the notion of Theme-Rheme is helpful in the comprehension
and production of text and, therefore, it can be useful as a tool of instruction for the teacher to evaluate English
as foreign language writing at the level of discourse. To test this hypothesis the writer has analyzed a sample of
20 students compositions written by Unswagati students of English department at first grade.

Theme-Rheme and Thematic Progression

The definition of Theme given by Halliday (2004) is that Theme is given information serving as “the
point of departure” of a message. The given information is the information which has already been mentioned
somewhere in the text, or it is shared or mutual knowledge from the immediate context. In other words, Theme
typically contains familiar, old or given information. In simple terms, then, a clause begins with a realization of
the Theme. This is followed by the realization of the Rheme, which can be explained as being the rest of the
message.
Based on the statements above, Theme functions as the starting point for the message, the element
which the clause has a crucial effect in orienting listeners and readers. Theme is the starting point of the clause,
realized by whatever element comes first, and Rheme is the rest of the message, which provides the additional
information added to the starting point and which is available for subsequent development in the text. The
different choice of Theme has contributed to a different meaning and English uses first clausal position as a
signal to orient a different meaning of the sentences.

Theme Rheme
The lion beat the unicorn all round the town
However, the unicorn still did not want to bow to the lion
The lion decided to beat him to death
Would the unicorn give in to the lion
When the lion got to the battle field the unicorn was ready for the battle

st
The 61 TEFLIN International Conference, UNS Solo 2014 303
 The example of Theme-Rheme System
Our approach to the notion of Theme will be discourse oriented, that is, we are most concerned with the
role Theme fulfill in the structuring and development in discourse , as opposed to just sentences.
Bloor and Bloor (2004) explain the extention of the concept of Theme as point of departure of a single
utterance (sentence) to that of explaining the inner connexity is represented, among other things, by Thematic
Progression. A text may be organized in terms of Thematic Progression. Thematic Progression concerns the
ways the texts develop the ideas they present. The selection of Theme for any individual clause will commonly
relate to the way information is being developed over the course of the whole text. The organization of
information in texts is determined by the progression in the ordering of utterance themes and their Rhemes. From
Bloor and Bloor, it can be concluded that Thematic progression refers to how cohesion is created by placing
elements from the Rheme of one clause into the Theme of the next, or by repeating meanings from the Theme of
one clause in the Theme of subsequent clauses.
Below are 4 main types of thematic progressions identified in Bloor and Bloor (2004) which may occur
in a text. They are The Constant Theme pattern, The Linear Theme Pattern, The Split Rheme pattern, and
Derived Themes.
The constant theme pattern is a pattern where a common Theme is shared by each clause and this
Theme equates with given information. This pattern keeps the same Theme in focus throughout a sequence of
clauses. Information is built up in the Rheme of each clause.

Theme 1+ Rheme 1

Theme 2+ Rheme 2

Theme 3+ Rheme 3

Theme 4+ Rheme 4

Constant Theme Pattern

The second type of thematic progression is The Linear Theme Pattern. In this type, the Rheme of one
clause is taken up as the theme of the subsequent clause.

Theme 1 + Rheme 1

Theme 2 + Rheme 2

Theme 3 + Rheme 3

The Linear Theme Pattern

The third common type of Thematic Progression dealt with here is known as the Split Rheme Pattern.
This Pattern occurs when the Rheme of a clause has two components, each of which is taken in turn as the Theme
of a subsequent clause.

Theme 2 + Rheme 2 ( Rheme A + Rheme B)

Theme 3 + Rheme 3

Theme 4 + Rheme 4

The Split Rheme Pattern

304 st
The 61 TEFLIN International Conference, UNS Solo 2014
 In Derived Themes, the passage text as a whole concerns a single general notion. The Themes of the
various constituent clauses all derive from that general notion, but are not identical to one another.

[Theme]

Theme 1 + Rheme 1

Theme 2 + Rheme 2

Theme 3 + Rheme 3

Derived Themes Pattern

Summarizing after a review of the most relevant functional literature on the Theme-Rheme construction,
we have centered our research on a cognitive-oriented discourse characterization of Theme. We consider Theme
is the point where the thought in the speaker’s mind meets with the preceding discourse. In the next explaination
we will demonstrate the usefulness of Theme-Rheme construction for teacher through analysis of a sample of
student compositions in English.

The Analysis
In the development of student writing, Theme and Rheme can be key in maintaining coherence in
textual organization. By engaging the students in well defined discourse analysis of a successful writing text,
then applying the same analysis to their own, students can see for themselves where their writing might be
lacking organization and, more importantly, where their text shows signs of organization and development.
The writer analyzed 20 student compositions written for a Test of EFL writing in term of Thematic
Progression. The test is a 60 minute written essay in developing a topic. It is scored holistically, and
development of ideas, organization, and language are given equal weighting. The topic of the essay is : Living in
a new place.
Through the writer analysis, it is found a number of problems related to Thematic Progression. These
problems are explained below.

1. Less variety in Theme

One problem the writer found was the less variety of Theme. The following example is the composition
written by the student that shows the problem. In this student’s paragraph, most of her sentences are started with
conjunctions. From this problem, the teacher can encourage the student to think about expanding her ideas in the
paragraph, really developing the argument she was making. The teacher can show how thinking about the
Themes in the paragraph could help.

Text 1
Big city and small town is different place to live. For instance, in a big city where I live now, it is
very crowded. While a small town, the place where I lived before is so quiet. Besides, living in
the big city requires more energy. Because it is very busy place to live. We have to work hard
there. Meanwhile living in small town is not like that. We may not need to work all day long even
at night. Moreover, we often eat junkfood everyday because we dont have time to cook. Even, we
also have very limited time to do exercise or maybe we become lazy to exercise. As a result, we
become fatter and easy to be sick...

Learning from this problem, the teacher can make the students aware that not each sentence needs to
start with a conjunction, and that when using conjunctions, they should make logical connections between
sentences.

2. Over-use of Constant Theme pattern

The second problem the writer dicovered was the over-use of Constant Theme pattern, where many
clauses of the text share the same Theme. In these case, the text is created like a list, and there is lack of simple
linear or split rheme pattern. It shows that the student tends not to go into depth on the idea introduced in the text
by not explore more information introduced in the Rheme. From this problem, the student can be helped to
generate more idea to write about. Below is a student composition that gives clear example of this problem.

st
The 61 TEFLIN International Conference, UNS Solo 2014 305
 Text 2
I just moved overseas to continue my study. I live in a big city. I have to know how to survive in
my new condition. I live here with high cost and I have to work hard to survive. I feel it’s
different with the place where I lived before.I didn’t need to cook, because I just have to wait
until my mother served the meal for me. I also had a plenty of sleep there. Here, I have to make
my own meal. I also spent more hours to work, so that I just have little time to sleep....

Facing this problem, the teacher can also do other activities include having students expand on text by
adding simple linear development to text consisting of only constant Theme pattern, or providing text in which
the Rheme of some of the clauses have been grapped out.

Conclusions
The results confirmed that Thematic Progression can be a valuable instrument for the teacher to
evaluate students’ writing. It allows them to focus on the level of the text. The notion of Thematic Progression
can also provide material for classroom activities which student will then be able to draw on when writing their
composition.

References
Belmonte, Isabel A & Hidalgo, Anne M.
1998. Theme Rheme in L2 Writing. Didactica 10: 13-31. Madrid: Servicio de Publicaciones UCM
Bloor, Thomas & Bloor, Meriel
2004. The Functional Analysis of English. Great Britain: Hodder Education
Cutting, Joan.
2002. Pragmatics and Discourse. New York: Routledge.
Eggins, Suzanne.
2004. An introduction to Systemic Functional Linguistics. London: Continuum Publishers.
Freddie, Maria.
2004. Functional Grammar: An Introduction for the EFL Students. Bologna: D.R.Miller.
Halliday, M.A.K & Matthiessen.
2004. An Introduction to Functional Grammar. 3rd Edition. London: Edward Arnold.
Hengeveld, Kees & Mackenzie, Lachlan J.
2008. Functional Discourse Grammar. New York: Oxford University Press.
Leonard, Duane & Hukari, Tiina.
2005. Textual Organization of Academic Writing. Proceedings of the CATESOL State Conference.
Lipson, Maxine.
2004. Exploring Functional Grammar. Bologna: D.R. Miller
Lock, Graham.
1996. Functional English Grammar. New York: Cambridge University Press.
Paltridge, Brian.
2000. Making Sense of Discourse Analysis. Gold Coast: Gerd Stabler.ctext>” (Halliday, 1970: 160)

306 st
The 61 TEFLIN International Conference, UNS Solo 2014
 DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE SEVENTH GRADE
STUDENTS OF SMP NEGERI SURAKARTA BASED ON CURRICULUM 2013

Makmun Syaifudin
Student of English Education Graduate Program of UNS
maxiegogunner@gmail.com

Abstract: One of the most important competences proposed by curriculum 2013 is understanding written text.
Reading is an important skill to achieve it. Meanwhile, English is taught using a compulsory book named When
English Rings a Bell(WERB). However, the researcher finds that the book does not have enough reading text to
support students’ reading skill. Furthermore, the need analysis done by the researcher support the fact.The
teacher had to add some other materials outside of the course book to accomodate students in learning reading
skill. Moreover, the reading activities provided in the course book do not reflect the teaching procedures of
scientific approach. This is a research and development study as known as R&D which employs 2 stages in
conducting this study. The first is exploration which consists of need analysis, library research and prototype
design. The second is model development which consists of expert judgment, prototype try out.

Keywords: reading, R&D, exploration, model development, curriculum 2013.

Introduction
Based on the regulation of education and culture minister (Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia) number 71/2013, the course book made by the government namely “When
English Rings a Bells (WERB)” should be used in the teaching learning process at school. It is a compulsory
textbook for the teachers and students. It has been used by the teachers in SMP 1, 4 and 12 in teaching English
including reading by using scientific approach as the character of 2013 curriculum in teaching. It is found that
during the teaching and learning process, the materials in WERB does not accommodate learning reading skill
and scientific approach which also should be implemented during in the class.
There are some definitions from the experts related to what reading is. Richards (1997: 15) defines
reading as what occurs when people look at a text and select message of the written symbols of the text. In
addition, Ruddel (1994: 31) defines reading as an active thinking process through which a reader intentionally
constructs meaning to form a deeper understanding of a concept and information presented in the text. Urquhart
and Weir (1998: 14) also say that reading deals with the language message in written or printed form. Hudelson
in Celce (2001: 54) states that reading is an individual construction meaning through a transaction with written
text that has been created by symbols that represent language. From the experts definitions above, the researcher
constructs the definition that reading is an active thinking process to construct the meaningful interpretation from
the author through the printed words or text that has been created by symbols that represent language.
In curriculum 2013 the four skills of English: listening, speaking, reading and writing, are taught in an
integrated way. The integrated way of teaching can be known from what have been stated in 2013 Curriculum
(PP no. 70/2013, the core competences in English for Grade VII).
Permendikbud No. 65 2013 states about the standard process of elementary school and junior/senior
high school initiating the need of the learning process which is guided by scientific approach. The application of
the scientific approach in teaching learning process becomes the characteristic and the power of the new
curriculum 2013.

Method
According to Borg and Gall (1983: 772) the type of this research namely research and development has
functions to design new products and procedures, which then are systematically field tested or tried out,
evaluated, revised and refined until they meet specified criteria of effectiveness, quality, or similar standard. The
need of development will be based on the result of field research, and then it will be developed into prototype.
The prototype which has been judged by the expert and revised by the researcher will be tested or tried out until
the developed design become feasible, effective and able to fulfill the need of research subject.
According to Borg and Gall (1983: 775) there are ten steps in developing a product in Research and
Development study. The procedures are: Preliminary study, research design, develop preliminary form of
product, preliminary field testing main product revision main field testing revision of the product operational
field testing final product revision dissemination and implementation
The procedures in this research will be based on Borg and Gall (1983) but because of some
considerations and the limited time, the researcher condenses the ten steps into two main stages as follow:

st
The 61 TEFLIN International Conference, UNS Solo 2014 307
1. Exploration
First, in this stage the researcher conducts library research which covers searching and finding the related
theories. Second the researcher conducts field research which covers observation, interview, and
questionnaire. The third, the researcher develops the prototype based on the result of need analysis and course
book evaluation.
2. Model Development
In the stage of model development the researcher will have expert judgment to make sure that the product is
correct and in line with the need analysis has been done in the previous research. Then the researcher will
tryout and validate the result of prototype to the students. While the prototype is tried out in the field, the
researcher collects the data toward the application of the prototype. Then the researcher revises the prototype
and tries out again. This stage is conducted until the supplementary material become effective and able to
fulfill the needs of the students.

Findings
The research findings will be presented into the exploration and model development stage. The
exploration stage consists of three parts: (1) the description of the existing course book “When English Rings a
Bell” for the seventh grade junior high school, (2) the need analysis and (3) prototype design. The second part
discusses about the model development stage which consists of two parts: (1) expert validation, (2) prototype try
out.

Exploration Stage
There are three topics of discussions in the exploration stage. The first finding is about the description
of existing and quality of course book “when English Ring a Bell”. Cunningsworth model was used to evaluate
the book. The second discussion is about the result of need analysis. The need analysis was conducted through
having interview and class observation and distributing questionnaire. Third is the prototype development. The
findings are explained as follows.

The Existing Quality of Course Book

Based on interview and observation, it was found that the teachers and the students of seventh grade
junior high school do not always use the course book “When English Rings a Bell” in every meeting.
a. Description of When English Rings a Bell
The book title is When English Rings a Bell for seventh grade of junior high school. The contributor
of this book are Asep Gunawan, Yuli Rulani Khotimah, and Siti Wachidah. The book size is 175 × 250 mm.
It has 188 pages. The cover colour is green while the page colour is white. It has only two colours in it. The
price is Rp 30,000.
When English Rings a Bell is arranged based on the 2013 Curriculum. It focuses on the four
language skills namely listening, speaking, reading, and writing. To support the mastery of these skills, it
does not contain materials about grammar in focus and language in use even there is no single reading text.
b. Book Evaluation
Based on the analysis on this book using Cunningsworth course book evaluation checklist (1995), it
is found that the language content of the course book does not cover any kind of grammar focus. The
language content are not varied, it consist of short dialogue, small and big pictures, limited exercise, and too
easy vocabularies. The vocabularies are still limited in the form of quantity and range for the seventh grade
students of junior high school. Besides, the materials and activities are monotonous, the style of language
materials are closer to the students of elementary school rather than to junior high school. The four skills are
not adequately covered in the book. The materials are too simple to teach all four skills. The course book
covers speaking and writing in limited materials. It is hard for the teacher to teach listening and reading
without any other resources from outside of the course book.

The Result of Need Analysis

Need analysis refers to activities to collect the data related to previous condition in the field and the
expected need to solve the problem (Borg and Gall, 1983). In this research, need analysis was done to know
whether the stakeholders need the supplementary reading material or not.
a. The result of Interview
The researcher interviewed the English teachers and found the fact that the book is not sufficient
and effective to teach students for reading skill. The book content cannot accommodate the students in
learning reading skill. The teacher had to search additional material to teach reading from the outside of the
course book. The following is the example of teachers’ statement about it.

308 st
The 61 TEFLIN International Conference, UNS Solo 2014
 “KD sudah sesuai dan bagus tetapi aplikasi dalam materi masih kurang, contohnya materi untuk
mengajar reading itu tidak ada, yang ada itu speaking dan writing itupun sedikit, terus materi untuk listening
juga tidak ada jadi guru harus menyediakan materi sendiri diluar dari buku paket”
From the interviews had been done by the researcher, it can be concluded that all four English
teachers in three school (SMP 1, 4, 12) urgently need the supplementary material to teach reading in the
class.
b. The Result of Observation
The finding of the observation which has been done by the researcher in three schools (SMP 1,4,
12) are; (1) the teachers always used other material outside of the course book in the teaching and learning
process. (2) The students did not really interest to learn the course book while they are learning in the class.
(3) Sometimes the teachers did not use the course book at all but only the additional material to support the
implementation of scientific approach while they are teaching.
c. The Result of Questionnaire
The finding of the questionnaire which has been answered by the students shows that WERB did
not contain enough material to accommodate them in learning especially in reading. They said that there are
too many pictures with too easy materials for them and even no single reading text to study reading.

Prototype Development
The development of the prototype was based on the theoretical review, the findings in the need analysis,
and the syllabus of curriculum 2013 for the seventh grade student junior high school especially for reading skill.
The name of supplementary reading material by the researcher is I Read I Know. The activities in the materials
will be based on scientific approach which consist 1. Look Around as observation stage; 2. What is that? as
questioning stage: 3. Let’s try as experimenting stage: 4. What’s the Different? as associating stage and 5. Share
your idea as the communicating or networking stage. I Read I Know accommodate all stages in scientific
approach with sufficient materials for reading skill to accommodate the teaching learning process by the spirit of
curriculum 2013.

Model Development
Expert Judgement
The expert was the lecturer of English education graduate program which become national practitioner
and expert in curriculum. The expert will judge the prototype before try out. It used to validate the materials and
to make the materials in line with the 2013 curriculum.

Try Out
The try out was done in SMP 4 Ska. It is done for two units as the representative of the supplementary
reading materials. The procedures of this stage are try out 1 which is followed by focus group discussion and
revision. After revision it comes to try out 2 which is followed by focus group discussion and revision and so on
until the product is considered to be qualified based on some criteria stated in the theories.

Discussion
The researcher provided supplementary reading materials named I Read I Know for the seventh grade
students of junior high school to help and accommodate teachers and students in the process of teaching learning
in the class. It was developed on the weaknesses of When English Rings a Bell (WERB) which were found in the
need analysis.
I Read I know was developed by the consideration of the Cunningsworth course book evaluation
checklist (1995). They are objectives and approach, design and organisation, language content, skills, topic,
methodology, teachers’ book, and practical consideration. The book evaluation checklist was used by expert
judgement to make all parts of I Read I Know in line with the need of the students in learning.
I Read I know implements scientific approach in the teaching and learning activities. The availability of
scientific approach activities in I Read I Know as the procedures of teaching in curriculum 2013 is really
beneficial for both teachers and students during the teaching learning process.

Conclusion
The final product of this study is the supplementary reading materials named I Read I know. It is for the
seventh grade students of junior high school. It is provided for the English teacher in teaching reading
effectively based on the curriculum 2013 and for the students to improve their reading skill. It was developed
from the weaknesess of “When English Rings a Bell” course book and also the students’ need.

st
The 61 TEFLIN International Conference, UNS Solo 2014 309
Implication
The implication of I Read I know as the result of the study will be very beneficial in the implementation
of the new curriculum named curriculum 2013 which has different characteristics compare to the curriculum
used before. The scientific approach which becomes the procedures in the teaching learning process can be really
done with sufficient reading materials provided in I Read I know.

References
Borg, Walter R., Gall, Meredith D. (1983). Educational Research: An Introduction. New York: Longman
Celce-Murcia, M (2001) Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle
Cunningsworth, A (1995) Choosing Your Course book. Oxford: McMillan Publishers Limited.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (No 70 tahun 2013) Tentang kompetensi inti,
(No 71 tahun 2013) Tentang buku Teks Pelajaran dan Buku Panduan Guru untuk Pendidikan dasar dan
menengah.
Richard, Jack C (1997) From Reader to Reading Teacher: Issues and Strategies for Second Language
Classroom. Cambridge: university press
Ruddel, B. Robert (1994) Theoretical Model and Processes of Reading. Great Britain: international reading
association. Inc
Urquhat, A.H. ad Weir, L.J (1998) Reading in a second Language: Process, Product, and Practice. New York:
Wesley Longman.

310 st
The 61 TEFLIN International Conference, UNS Solo 2014
 MINI SAGA AS A TOOL TO IMPROVE STUDENTS’ ABILITY
IN WRITING AND EDITING

Maria Zakia Rahmawati

Abstract: Mini saga is a short writing consisting fifty words, no more, no less. Forty–nine words is wrong, fifty-
one words is not right. Writing in higher education is assumed to be a competence which, once acquired, enables
students to communicate their knowledge and understanding in virtually any context (Lee, 2009). Besides
students’ limited skill to apply grammar accurately in writing, they tend to write too long with too many words
and phrases. In editing, they must apply their knowledge in grammar, spelling, and formatting. However,
although teachers provide students with all skills, students often still stare at the intimidating blank page and
teaching writing is still a challenge (Oczkus, 2004). Therefore, to make a mini saga, students should find a short
article, review, or short news. Then, they edit a passage which is grammatically correct. Not only make it
shorter, but the article should be more concise without sacrificing the meaning. The last step, students write their
own short composition and edit it by themselves. This research will focus on a. How to guide students to write
efficiently (self-editing) b. How to make students pay attention to word choice, verb tense, preposition, articles,
subject verb agreement, spelling, and punctuation.

Keywords: edit, mini saga, write

Introduction
A mini saga is a piece of writing which has exactly fifty words, not including the title, which can have
up to fifteen words. A mini saga has to tell a story and have a beginning, middle, and end. It cannot just be a
description of something (onestopenglish, 2002). Contraction counts as two words and we do not count the title.
The first mini sagas appeared in 1982 in the Daily Telegraph, an English newspaper. They announced the idea of
the mini saga and held a competition for the best ones (Dóczi, 2008).
There are students who have rich ideas about anything. Among this kind of students, there are ones who are able
to describe their ideas in a very structured way. However, other students are not that blessed. They cannot
generate ideas, or if they have an idea, they do not know how to develop the ideas into a composition. These
happen for some reasons:
a. Students do not have a chance to read, or even worse, they do not like reading. This causes their lack of
ideas. They lack information and they are not aware about anything in particular. Novels, magazines, and
newspaper
b. Students do not get used to ask questions to enrich their ideas. They just accept any material given without
being curious about what is happening, why things happen, where incidents occur, and after they get a topic,
they never discuss it. As a consequence, students stuck on a page and are not able to continue to next page.
c. When teachers asked students to do free writing, they only get a piece of paper from the teachers. After that,
they write with no guidance. The teachers decide how many sentences or how many words students have to
write, and sometimes, topics are provided. Students do not have any experience of making a spider web to
develop the topics, they will not discuss their ideas with their peers, and their experience to read English or
even Indonesian texts is very poor.

Correction Takes Teachers’ Time

The red ink will work harder when a teacher is marking written tasks. A teacher could find grammatical error
such as:
If the dentist pulls out your tooth, you should throw in the roof.
This sentence is easy to correct. It must be:
..you should throw it to the roof.
But how about this one,
A long time ago in a dense forest lies the are very much.
These words do not form a grammatical-correct sentence. The only solution for this kind of sentence is to rewrite
it. Other sentences are acceptable, however, the vocabulary and structure are plain. Students tend to use similar
grammar pattern and vocabulary to describe their ideas. These sentences are produced by a student in the
writer’s institution. He loves writing, and he is working on his first short story in English.
a. Original: He stood and going to lavatory to take a bath.
Revised: He stood up and went to the bathroom to take a bath.

st
The 61 TEFLIN International Conference, UNS Solo 2014 311
 Lavatory is not commonly used in daily conversation. British and American people usually use bathroom or
toilet for morning routines, such as taking a bath, brushing their teeth, or combing their hair. The use of
verbs is also wrong. We need phrasal verb ‘stood up’ instead of ‘stood’ to describe a change of position. The
verb ‘going to’ does not follow the parallelism rule. According to Oxford Online Dictionary, parallelism
suggests a connection of meaning through an echo of form. So, we have to follow ‘stood’, which is in past
tense. For that reason, we have to substitute ‘going’ into ‘went’.
b. Original: I also hope that God creates you as my fade.
Revised: I also hope that God creates you as my fate.
There is nothing wrong with its grammar, but the choice of vocabulary is weird. And believe it this is not
typo, because the student used it repeatedly in his writing. ‘Oh my man, you are not my fade’ is the other
sentence with ‘fade’. This writer is not sure with the spelling and did not consult the dictionary. ‘Fade’
means the process of becoming less bright. From the context, it is likely that the word must be ‘fate’.
c. Original: The rose leaf is very beautiful to be seen, but the stalk is untouchable because it is full of thrones.
Revised: The rose leaf is very beautiful, but the stalk is untouchable because it is full of thorns.
The original sentence followed Indonesian style. ‘Daun mawar itu indah dilihat, ...’ and by recognizing the
context, perhaps the writer is trying to write ‘thorn’ instead of thrones. The original version is lengthy. By
editing useless words, the sentence is simpler and therefore, it becomes easier to understand.
d. Original: The man stood and turned away with a heart was full of thrones.
Revised: the man stood and turned away with a heart full of thorns.
And this student keeps repeating his errors because he has not consulted the dictionary.
e. Original: Then he opened the door and fell the white box to the floor.
Revised: Then he opened the door and dropped the white box to the floor.
d. Original: After brush his body using the towel, the man sneezed for a once and changed his clothes.
Revised: After rubbing his body with a towel, the man sneezed once and put on his clothes.
Again, this student is confused to translate ‘menggosok’ in Bahasa Indonesia. Of course, in some cases, he
may use ‘brush’. For example, brushing his teeth, brushing the bathroom floor, etc.
e. Original: The man wore feathers – made clothing.
Revised: The man wore a fur coat.

This student is persevering in writing his short story, yet, he still needs to focus on to the quality of his
work. Grammatical errors happen repeatedly and this causes confusion, especially if the reader’s English is poor.
Moreover, his style is plain. Even though the sentences are quite long, the words are useless. This needs editing.
Students must realize that quality is more important than quantity. Short and brief sentences do not mean
meaningless. Inappropriate vocabulary is used, since he never sees the application of these words in sentences
and he still thinks in Bahasa Indonesia then switches it into English while writing. Spelling is not really a
problem, thanks to MS word which could help us with the spelling. If the vocabulary is boring and limited, the
teacher could help students to improve it by encouraging students to find synonyms, ask them to text in English,
writing status in any social media in English, and speak in English.
If we have a look at students’ work, they did make the sentences shorter, but the grammar is not used
properly. It sometimes does not have a verb, it sometimes has double subjects, and it often just a series of words
which is not related to each other.

Steps In Creating a Mini Saga

1. Editing a text
Editing a text is a good start to practice writing a mini saga. The text could be a short story, a review, a
film review or a book review, a brochure, an advertisement, etc. Students should find those text from newspaper,
magazines, books, or simply download it from the internet. And then they should drop some words without
reducing meaning.
This is an example of a 60-word text:
It was a hot afternoon. (2) Ponni was thirsty. (3) She sat watching the parrot. (4) It kept fluttering its wings as it
hopped about in the cage. (5) Ponni quietly tiptoed to the cage, and peered in. (6) There were a few pieces of
fruit and red chillies and a small water bowl.(7) It was dry. (8) 'Poor little parrot,' thought Ponni. (9) 'It is
thirsty.' (CBT, 1982, p.64)
Edited text:
Ponni was thirsty in that hot afternoon. She sat watching the parrot which kept fluttering its wings, hopped about
in the cage. Tiptoed to the cage, Ponni peered in. There were a few pieces of fruit, red chillies, and a dry small
water bowl. ‘Poor little thirsty parrot,’ thought Ponni.
Sentence Analysis:

312 st
The 61 TEFLIN International Conference, UNS Solo 2014
 There are 9 sentences. We could combine the first and second sentence. The use of ‘it’ and ‘there’ in a
sentence could be avoided to shorten a sentence. The first sentence could be reduced into an adverb of time ‘in
that hot afternoon’. The third and fourth sentence was also reduced by omitting ‘it’ and we could also use
relative pronoun to describe what the subject was doing. The adverb of manner ‘quietly’ in the fifth sentence is
omitted, because ‘tiptoe’ has already explained an action which is done carefully and silently. The adjective in
the seventh sentence is simply inserted in the sixth sentence. The same thing happens in the eighth and ninth
sentence. Omit ‘it’ and insert the adjective in the ninth sentence into the eighth sentence.
Even though this activity is guided, the students have a lot of practice in omitting redundant words and
sentences. This first step is a guided activity. Students must analyse which sentence is not necessary, how to
make a ‘rich’ paragraph but not too wordy. This editing session could be done in group, so that students who
learn faster could lead their peers. Therefore, it is the teacher who should decide the group work. This session
also gives students opportunity to ask questions about grammar. And the teacher must emphasize that editing not
only means make the sentences shorter, but also creates an effective and clear description. Students should pay
attention to the context and message of the text.
2. From that guided writing, the next step is to do freer exercise. Students will create their own composition
without paying attention to the number of words. After they finish their composition, they should show it to
the teacher for grammar correction. The next step is they edit their grammatically correct composition into
mini saga. They can even combine some mini sagas to make a longer composition.
3. An already finished mini saga could be presented on a student bulletin, on a wall magazine in their campus,
or even to make a brochure which requires a limited number of words but contains a lot of information.

Samples of Students’ Works

This is an example of students’ work. They edited a film review of 113 words.
And the next, the movie continued to Arial’s house. They met with Arial’s parents and Arial’s sister, her name is
Arinda she usually called Dinda. Zafran fell in love with Zafran at the first sight. They usually gathered in the
Arial’s garden house. There Genta told to his friend about his idea, he asked his friends to go out from the box
for three months. And then they dealt for three months without any communication between them until Genta
give an information about where they will suppose to meet again and Genta promised to invite his friends to do
something in some place so they can get unforgettable experience that they ever had (Sebastian, 2014).
And they could make it into a 50-word mini saga:
Genta told his friend about his idea, he asked to dealt for three months without any communication between
them until Genta give an information about where they will suppose to meet and Genta promised to invite his
friends to do something in some place so they can get unforgettable experience.
Sentence analysis:
Their mini saga has an acceptable structure although it still contains some minor error.
In the second example, these two students took the original text from a blog. A fabel which unfortunately, has a
lot of inaccuracies in grammar. Therefore, the edited version is not
Students write without paying attention to the number of words they create. Two students who worked in a
group found this short story in 71 words.
A long time ago, in a dense forest lies the are very much. Among the animals, which live there is a cat arrogant
very clean, hairy and smooth white. So many animals who liked it, but she was too proud and arrogant to excess.
One day the cat wants to live alone without family cat, because she felt it was great to rend for themselves
without the help of her family (Muja, 2013).
The 50-word mini saga:
A long time ago, in a dense forest lies the are very much. Among the animals, which live there is a cat arrogant
very clean, hairy and smooth white. So many animals who liked it, but she was too proud and arrogant to excess.
The cat wants to live alone.
Sentence analysis:
Since the original text does not have accurate grammar, the edited version also has many errors. It seemed that
the fabel writer’s mother tongue is not English.

Conclusion and Suggestion

Teachers should pay attention to the students’ choice of articles. If the articles is written by writers
whose English is not their mother language, the risk of error is quite high. This could lead to more inaccuracies
in editing.
When students start to write their own story, teachers should read and guide students to correct their
grammatical errors in the original story before letting students to shorten it into paragraphs of mini sagas.

st
The 61 TEFLIN International Conference, UNS Solo 2014 313
Reference
CBT, (1982). Short Stories for Children. New Delhi: Nehru House. Retrieved from
(www.arvindguptatoys.com/.../cbt11-More%20Short%20Stories%20For%...)
Dóczi, B., Prievara, T. (2008). Your story: How to write a mini saga. Retrieved from www.sulinet.hu/.../
your_story-minisaga/your_story_diak.pdf.
Lee, Y. (2009). Why Writing Matters: Issues of Access and Identity. A.Carter (Ed.). USA: John Benjamins
Publishing Co.
Muja, A. (2013). The Cat Arrogant. Retrieved from annafimuja.wordpress.com.
Oczkus, L.D. (2004). Guided Writing: Practical Lessons, Powerful Results. Portsmouth; Heinemann.
Onestopenglish. (2002). Writing a Mini Saga. Retrieved from http://www.onestopenglish.
com/skills/.../pdf...skills-mini-saga.../147395.
Sebastian. (2014). Review Film 5 cm in English. Retrieved from http://sebastiansearch. blogspot.com
/2014_01_01_archive.html.

Biodata
Maria Zakia Rahmawati had been an English teacher for ten years in an English course before she started to
work as a permanent lecturer at UNRIYO about fourteen months ago. Her articles are in three proceedings in
2013. The first one is at TEFLIN Conference UI Jakarta, then at ELTLT Conference Unnes Semarang, and the
last one is at COLALITE Unsoed Purwokerto. Her research interest is in the area of teacher education, material
development, and the implementation of TEFL. She can be contacted at mariazaki74@gmail.com.

314 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ENGLISH LITERATURE IN INDONESIAN HIGH SCHOOL CURRICULUM:
ARE WE READY YET?

Maulidia Rahmi
SMA Labschool Jakarta
molly_maulidia@yahoo.com

Abstract: English has been a dominant foreign language used in Indonesia. This is caused by the demand of
communicating with people around the world due to business, education, and other factors. This leads to the
changing of English curriculum throughout the time in order to give the best approach and method used in
teaching and learning English in Indonesia. The newly-born curriculum, the 2013 curriculum, tries to bring new
offer to the English teaching in Indonesia. One of them is teaching English literature for which it has never been
applied specifically for High school level in general scale. Having difficulties in teaching and learning general
English lead to a big question on whether the implementation of English literature runs effectively and meets the
real needs of Indonesian or not. There have been many research conducted to investigate the challenges in
teaching ELT in EFL class (Lazar,1994; Grundy,1993;McKay,1982, Lazar,1993; Pugh, 1989, Khatib and
Rahimi,2012).However, there have not been any related research done in Indonesia. This study, therefore, will
try to analyze the effectiveness of the implementation of English literature seen from the students, teachers, and
parents’ perspective in Indonesia. This is a case study. This study will focus on investigating any challenges the
students, teachers, and parents encounter from this implementation. The subject of this research is 100 High
school students, 50 parents, and 3 teachers in 3Senior High Schools in Jakarta. The results show that all parties
are still in doubt whether the implementation of the English literature in Indonesian schools will give more good
things than harm ones.

Keywords: English Literature, Students, Parents, and Teacher s’ Perception, Case study

Introduction
Teaching and learning English Literature in EFL class has been a challenging thing both for teachers
and students. This is because many people point out that learning the basic English is more important for the
EFL learners particularly those who are still in beginner level(Lazar,1994; Grundy,1993;McKay,1982). On the
other hand, many linguists also believe that learning English literature, in fact, may improve the English of EFL
learner (Lazar,1993; Pugh, 1989, Khatib and Rahimi, 2012 ). These lead to the up and down of the
implementation of English literature in EFL class.
Almost more than a decade that English literature had been abandoned in English class in Indonesia.
Decades ago, English literature was given to at least the high school students who took Language Major.
However, as the previous curriculum, KTSP curriculum, emerged and put more emphasis in genre-based
English, there were few schools which taught English literature in their school. After its hiatus, English literature
is once again introduced in the latest English curriculum in Indonesia, the 2013 curriculum. Yet, many people
are still wondering whether English literature will be well-implemented or not in the class.
There have been many studies conducted to investigate the use of English literature in EFL classroom.
Starting with seminal research in 1967, Povey tried to bring up the topic of the benefit of teaching English
literature to EFL class. Then, this was followed by other studies that put more emphasis in investigating the
effectiveness of using English literature in improving the students’ English skill (Daskalovska & Dimova;2012;
Khatib&Rahimi; 2012). Other researchers also like to deal with other aspects of the English literature (Erkaya,
2005; Narisahmaedi,et.al, 2014). Yet, most of those studies only focused on investigating the implementation of
English literature in Language class, this study then tried to seek out the effectiveness of the implementation of
English literature in Life Science and Social science class with the format of teaching both English compulsory
and English literature in Indonesian School.

Literature Review
Teaching English literature in EFL class has always been a debatable topic. Those who affirm to the
benefits of learning English literature point out that learning literature may give a more engaging learning that
combines the meaningful input or authentic material with certain emotion and setting (Lazar,1993; Collie and
Slater,1990;Carter and Long, 1991, Pugh, 1989, cited in Khatib and Rahimi, 2012). Moreover, learning English
literature may also improve the linguistic comprehension for the learners (Povey, 1967).
On the other hand, there are also linguists who highlight the disadvantages of learning English literature
for EFL classroom. Firstly, Lazar (1994), Bassnett and Grundy (1993), and McKay(1982) point out that an

st
The 61 TEFLIN International Conference, UNS Solo 2014 315
inappropriate language grading used in English literature may affect the students’ understanding particularly the
text which contains a complicated vocabulary, grammar, and syntax. This leads to the literary competence that
the students have. Lazar (1994) states that the students may have different interpretations of the text. McKay
(1982) supports this by saying that learning literature means learning the cultural perspectives behind the
literature text. However, this may be a difficult thing to do in EFL classroom. These lead to a hypothesis whether
the education system in Indonesia is ready to implement again the English literature at school. These arguments
follow the reoccurrence of English literature in the latest curriculum in Indonesia which is 2013 curriculum. This
curriculum introduces new system to the education system of Indonesia. Based on the Bills of Minister of
Education and Culture number 81a year 2013 on the explanation of learning composition for Senior High
School, the subjects are divided into certain groups. They are group A (Compulsory materials for Life Science
Students), group B (Compulsory materials for Social Science Students), and group C (Chosen materials based on
the students’ interest). These learning composition shows that the students have already divided into Life science
class, Social science class, and Language class when they are in the tenth grade. Moreover, the bills also explains
that for the group C, the students may take certain subjects that are not in their group or have an in-depth lesson
on certain subjects that they are interested to. In English subject case, this leads to the division of the English
subject with English compulsory for group A and B and English literature for group C.
There are several English teaching and learning mechanisms conducted in schools, which have already
conducted this curriculum, in implementing the learning composition. Based on the observation, there are
schools which open the Language class, schools that only teach English compulsory, and schools that teach two
kinds of English to all their students. Those which apply the Language class commonly do not give English
literature for the other groups. On the other hand, those who do not apply the language class provide English
Compulsory and English literature to all their students. However, this is also an optional mechanism since most
of the schools particularly in Jakarta tend to only apply two groups (group A and B) composition. An inquiry
rose in the implementation of English literature to all students. This leads to a question whether it could be
effectively and efficiently conducted in the class. As Wasanasomsithi (1998) believes that English literature
should only be taught as a complementary not as a whole subject. Unlike the previous research which focused on
the implementation of English literature in Language class (Daskalovska & Dimova,2012; Khatib&Rahimi,
2012; Bibby &McIlroy,2013) , lower level (Lazar, 1994), and some components in literature such as short story
(Erkaya, 2005 ), cultural aspect (Narisahmadi, et.al, 2014), this study investigated the effectiveness of the
implementation of English literature in Indonesian Senior High Schools that apply both English compulsory and
English literature in all ten grade students in their school.

Methodology
This is a case study. McKay (2006:71) defines a case study as ‘a single instance of some bound system,
which can range from one individual to a class, a school, or an entire community’. Moreover, as Nunan (1992)
believes that case study method is really appropriate for language teachers who want to investigate their work
and other things related to their work field.
There are three main subjects for this study. There are 100 students, 50 parents, and 3 teachers. For the
teachers, it was formerly planned to have 5 teachers. However, it was later found out that of five schools, there
are two schools which only teach English compulsory. Thus, the schools that are the subjects for this study are
only Labschool Jakarta, Labschool Cibubur,and Labschool Kebayoran. The participants from the students are
the ten grader students in 2013-2014 Academic year. They were chosen since they are the first batch who
experienced the implementation of English literature of the 2013 curriculum. The parents are also those students’
parents. Moreover, the teachers who were interviewed in this study are the teachers who are in charge in
teaching English Literature.
The implementation of English literature that was investigated is the one that is set in the 2013
curriculum. The schools chosen in this study are the schools that have already implemented this subject in their
class. The chosen schools in this study are the schools that implement both English literature and English
compulsory to all their students. Unlike the previous implementation of English literature in former curriculum,
the implementation of the English literature in 2013 curriculum gives two ways of implementation either to open
a class of language or teach it to all students both in life science and social science. This study used a
triangulation technique in collecting the data. This study conducted observation, interview and questionnaire.
These were done in order to avoid invalid and unreliable result. Carter and Nunan (2001) believe that
triangulation will help improving the integrity of a study. The collected data would give the answer to what
extent the subjects of the study perceive the implementation of English literature. The questionnaire given was in
the form of Likert style.There are 25 items in the students and teachers’ questionnaire and 10 items for the
parents. Those items are given based on four major points analyzed in this study. Firstly, the purpose of English
literature. Through the questionnaire, the participants were asked to determine whether the English literature
they have learnt meets their personal goal particularly in improving their ability in English or meet the

316 st
The 61 TEFLIN International Conference, UNS Solo 2014
curriculum demands. Secondly, the material of English literature. This point was given mostly to find out
whether the participants think that the materials given are appropriate and able to improve their English or not.
Moreover, this point also investigated whether there are similarities in the material given in English literature
and English compulsory. Thirdly, the learning process of English literature. This point tries to reveal whether the
conducted activity or the method of teaching and learning of English literature is effective or not. This also helps
the study to find out whether the teachers have successfully interpreted the curriculum well to their teaching
method through the students, the parents, and the teachers’ own perception. Lastly, the overall evaluation of the
implementation of English literature. This tries to analyze whether the overall implementation of English
literature in subject research has been conducted efficiently and effectively. Moreover, this point also reveals the
participants’ choice whether they agree to the system that divides the English lesson to English literature and
English compulsory or not. The findings were then calculated and analyzed. The final results show whether
Indonesian school are ready to implement English literature or not.

The Results
A. Findings and Discussion on the Students’ Perception
Students’ Perception on the Purpose of the Implementation of English Literature
Based on the results of the questionnaire, around 61% of the participants agreed that the implementation
of English literature has improved their English ability. Even though, Almost over half of them thought that they
were not so sure whether they got knowledge on the culture of the British or American through the literature.

Students’ Perception on the Chosen Material of English Literature Subject

There are many aspects analyzed for this part. There was a slight difference between the students who
thought that the material given in the English literature subject have already met their needs (45%) with those
who had no idea whether those really meet their needs or not(43%). However, when it comes to the question that
asks them of whether or not the material gave them opportunity to improve their English skill, over 50% showed
agreement that it improved their English skill. The various type of material given is also one of things
investigated in this study. The result shows that around 45% agreed that materials they were given are varied
such as poem and short story. However, most of them showed a neutral opinion on the level of appropriateness
and difficulties of the given texts compared to their own ability. Interestingly, even though there is a significant
number of 24% of the students who thought that the texts given are difficult, there is 46% of the students thought
that those texts have improved their English ability only 2% of them who thought the opposite. Moreover, there
are around 35% of the students who thought that there are similarities on the materials given in English
compulsory and English literature and 37% who thought some of them are similar but some are not.

Students’ Perception on the Purpose of the Learning Process of English Literature

This section tries to reveal whether the learning activities of the English literature are well-conducted or
not. There are 37% of the students thought that sometimes the activities are varied but sometimes are not. As the
approach that bases the implementation of the 2013 curriculum is Scientific Approach which put more emphasis
the learning activity in group work, this study also tries to find out whether the teachers gave many group work
and whether it is effectively conducted in English literature subject or not. The result shows that the teachers
gave many group work with more than a half of the students confirmed it. However, 57% of the students still did
not know whether the activity improve their comprehension on the English literature or not. Moreover, as Lazar
(1994) believes that it is important to give vocabulary exercise before learning English literature particularly for
EFL learners. Thus, this study found out that there are only 44% of the students confirmed that their teachers
gave them vocabulary exercises and with the same percentage, the students also thought that those exercises
helped them to understand the content of the English literature materials. Furthermore, there are 50% of the
students who confirmed that their teachers also gave them exercises on the main idea. In terms of feedback,
almost half of the students confirmed that their teachers gave them feedback on their exercises and only 9% said
that their teachers had never given them any feedback. Overall, there are almost 60% of the students felt satisfied
on the way their teachers teach them English literature, around 30% felt satisfied, and 7% felt dissatisfied.

Students’ Perception on the Evaluation of the Implementation of English Literature

In this section, this study tries to reveal the evaluation of the implementation of English literature from
the students’ perspective. In general, half of the students thought that the implementation of the 2013 curriculum
doesn’t meet their needs. Moreover, in terms of group work activity, 52% of the students are still not sure
whether it is effective or not to be implemented in learning English literature. As discussed before in the material
section, the students thought that there are similarities on the material given in English Compulsory and English
Literature. Therefore, More than half of them agreed that it is much better to set a different material or different
topic for English literature and English compulsory and only 14% of them who disagreed. In terms of the

st
The 61 TEFLIN International Conference, UNS Solo 2014 317
evaluation on whether or not the system of implementing both English Compulsory and English literature to all
the students, with an average of 38% from point 22 to 25, it is revealed that most of them are still not sure
whether it is better to have only English Compulsory or English literature or have both of the subjects.

B. Findings and Discussion on The Parents’ Perception

In this section, there are findings and discussion on how the parents show their satisfaction on the
implementation of English literature, their opinion on the material and method given, and their suggestion on
whether or not the implementation of English Literature that goes along with the English Compulsory still needs
to be conducted.
Most parents are still not sure whether they are satisfied with the implementation of the 2013
curriculum. This is proven with 38% of them are in the neutral position. Yet, the total of those who dissatisfied
and strongly dissatisfied (38%) towards this implementation are higher than those who satisfied and strongly
satisfied (24%) with it.Talking about the material, there are 38% of the parents agreed that the materials given
improved their children English ability, 32% of them are not sure about it, and total 24% of them disagreed of it.
Moreover, the parents also showed positive response by having 42% in total of the method of teaching English
literature to their children, 36% of them are neutral, and 22% in total showed negative response towards it.The
parents also seemed to get along with the format of having English literature and English compulsory by
showing their agreement (total 48%) on continuing the system in upcoming academic year. Moreover, there are
only 22% that do not know whether the format is good or not, and 30% of them disagreed of it.

C. Findings and Discussion on the Teachers’ Perception

Teachers’ Perception on the Implementation of English Literature
The findings show that most teachers (67%) thought that they have coped with the demands or the
purpose of the teaching of English literature that based on the 2013 curriculum. This happens because around
33% of them did not really differentiate the material in the English compulsory and English Literature. the same
material in Even though all of them were not sure whether the material or the activity they had given to their
students could increase their knowledge on the culture of British people.
“ As I teach both of the subjects, English literature and English Compulsory, I tend to have some
confusion on teaching the same topics that both subjects have. It is because they only differ in the sub
topic such as recount text in English compulsory deals with a personal experience and in English
Literature deals with a historical event. “-Teacher B-
In terms of the material, the teachers found sometimes it was difficult to determine appropriate
materials of the English literature to their students. One of the teachers even confessed that at first she felt
difficult since the concept of the English literature that she had on her mind was different with what the 2013
curriculum has set up. As she formerly taught English in the Language Class, she thought that learning English
literature in the 2013 curriculum system would not be too far from the previous ones. In fact, it was quite
different. She also added that the English literature set in the 2013 curriculum seemed to only an expanded
subject for the English Compulsory since they are mostly different in the sub topics.
This also leads to the teachers’ perception on whether or not the materials they had given suitable for
their students. All of them are not sure about it since they found out that their students faced some difficulties
particularly on some English literature texts such as an analysis of short story and proverb. One of the teachers
admitted that she gave a classic literature text to her students such as Jane Eyre and other texts. Yet, she realized
that even though she thought the texts have such an interesting plot, the students were not ready to receive such
texts. In terms of the variation of the materials, there is only 33% or one teacher who admitted that she did not
give varied materials due to the overlapping of the topics in English Compulsory and English literature.
However, the rest show that they gave various materials from short story, poem, and proverb.
Moreover, all teachers believe that the materials they had chosen have helped the students to improve
their English ability even though some of them admitted that the type of texts they gave was sometimes one or
two level higher than their students’ ability. One of them even highlighted that the implementation of English
literature and English compulsory is really beneficial to the students.
‘ As far as I taught the English literature and English compulsory, my students seem more interested in
learning English literature since it gives more interesting topics than in English compulsory. Moreover,
this makes them to use more proverbs on their daily life thus they know more new vocabularies and new
way to express their own opinion”-Teacher A-
The teachers also reveal that there are some similarities on the topic of English literature and English
compulsory. However, they also thought that the 2013 curriculum have set up a clearer grading of the material
through the different sub topics. Moreover, one of the teachers thought that it would be much better if there are
given a real example of the material such as the title of the short story and etc. Thus, there will not be any
confusion in determining the materials.

318 st
The 61 TEFLIN International Conference, UNS Solo 2014
Finding and Discussion on the Teachers’ Perception on the Learning Activity
In this section, it is revealed that most teachers thought that they had met the demands of English
Literature subject in the 2013 curriculum. They also said that they had given many various activities to their
students such as short story analysis, poem reading, and drama. Yet, one of them admitted that she had
overestimated her students’ ability which led her to give English literature activities like in Language Class
“ I admit that in the beginning, I tend to overestimate my students’ ability. As formerly I have ever
taught in Language class, thus, I assumed that the lesson will be the same as the material I taught in
Language Class. I also tend to give a real English literature analysis by asking the students to interpret
the situation in a short story or even in poem or proverb. Then, I realized that the students found it
difficult to do since not all of them were really able to do so”-Teacher C-
Talking about vocabulary and main idea exercise, only 33% gave these exercises to the students. She believed
that those exercises helped the students a lot in understanding the text and improving their English ability.. The
rest argued that there was not enough time to give those exercises to the students and they thought those things
would be much better taught in English Compulsory. Moreover, all of them thought that giving group work
activities were a good thing to do in English Literature class yet it could not be implemented to all materials.
Particularly,those which need some deeper analyses and assistances from the teachers. The teachers also thought
that giving feedback to their students’ work have helped the students to know their mistakes and improve their
ability. However, most of the teachers also taught that they could not always manage to give feedback on all the
exercises given due to the limited time compared to number of students.

Finding and Discussion on the Teachers’ Perception on the Evaluation of English Literature
There are certain evaluations that the teachers tried to highlight on the implementation of English
Literature of the 2013 curriculum. Firstly, most teachers believe that it is necessary to have a further evaluation
on the 2013 curriculum to find out whether the things set up in the curriculum have already met the needs of the
students particularly the materials and the scientific method of learning the English literature. This leads to the
second point on the evaluation of the format of learning English literature. The findings show that there are
several formats in teaching English literature in the 2013 curriculum. There are schools that give both English
Compulsory and English literature to all their students both Life Science and Social Science class and there are
schools which do not hold it. This make most teachers believe that it is much better to just apply the English
compulsory than give both of them. This is because they believe that English literature should have been taught
only for those who are interested in learning it. As it is categorized in Group C which is group of subjects for
those who are interested in learning it, this shows that learning English literature should be optional not a
compulsory. On the other hand, another teacher thought that teaching both English Literature and English
Compulsory is a good thing since it could escalate their English ability more than those who learn only English
compulsory.

Other Findings
There were certain important findings found during the study. It is related to the formats of teaching
English literature. Formerly this study tried to interview 5 teachers. Yet, there was found out that two of the
targeted teachers did not apply both English formats in their schools. This reveals another finding that there is
actually no uniformity in applying this system. Some schools may implement both English, some may have it in
Language class, and most only have the English compulsory. Moreover, it was also found out that most schools
that apply both English (English Literature and English Compulsory) conduct this in a consideration to have
equal teaching hours to all teachers. The 24 hours- teaching hours demand from the government is not equal
with the designated hour for the English compulsory which is 2 hours/class/week. If in one school, they only
have 7 classes, it means the teachers’ teaching hours only 14 hours/ week. This is still far from the minimum
teaching hours. Thus, having both English literature and English compulsory system would be a great solution
towards it. Moreover, it was also found that one of the schools gives the responsibility of teaching English
literature to a native speaker.

Conclusion
Based on the findings, it can be concluded on several points. Firstly, in terms of whether Indonesian
schools are ready or not in implementing the 2013 curriculum, the answer is still in grey area. It means that most
participants were not sure whether Indonesian is ready to implement this in the class specifically the Both
English format. This is proven from the average score from the participants that most of them are in doubt of the
implementation of this system. Secondly, there is a need on a uniformity of the implementation of the format.
Throughout the questionnaire and interview, there were found many formats in applying English literature
subject. The big question emerges when it comes to the National Examination format of this subject since there
are some schools which teach this subject and they which do not. Last but not least , there is a need to have a

st
The 61 TEFLIN International Conference, UNS Solo 2014 319
clearer gap on the topics or materials given in English compulsory and English literature. As found in the syllabi
and questionnaire, there are some similarities on the topics and materials. Although there are certain subtopics
given for both English, the teachers still found them quite confusing to distinguish.

Reference
Bibby,Simon and Tara McIlroy.(2013). Literature in Language Teaching: What, Why, and How.THE
LANGUAGE TEACHER: 37.5 • September/October 2013. THE LANGUAGE TEACHER Online • <jalt-
publications.org/tlt>
Carter, R. and D. Nunan (eds.). 2001. The Cambridge Guide to Teaching English to Speakers of Other
Languages. Cambridge: Cambridge University Press.
Daskalovska, Nina and Violeta Dimova. (2012). Why should literature be used in the language classroom?
Procedia - Social and Behavioral Sciences 46 ( 2012 ) 1182 – 1186
Erkaya, O. R. (2005). Benefits of using short stories in EFL context. Asian EFL Journal, 8, 1.
Khatib, Mohammad and Amir Hossein Rahimi. (2012). Literature and Language Teaching. Journal of
Academia and Applied Studies vol 2 (6) june 2012, pp. 32-3.
Lazar, G. (1993). Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge
University Press
Lazar, Gillian. 1994. Using Literature at Lower Level. ELT Journal Volume 48/2 Oxford University Press
McKay, Sandra Lee. (2006). Researching Second Language Classrooms. London: Lawrence Erlbaum
Associates Publishers
Narisahmadi, Arman, Madarsara, Fatemeh Alipour, and Hamed Rezapour Aghdam. (2014). Cultural Issues and
Teaching Literature for Language Learning. Procedia-Social and Behavioral Sciences 98 (2014)
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia no. 81a tahun 2013. Implementasi
Kurikulum.
Povey, J. F. (1967). Literature in TESOL Programs: The Language and the culture. TESOL Quarterly, 1, 40-46
Pugh, S. (1989). Literature, culture, and ESL: A natural convergence. Journal of Reading, 32, 320-329.
Wasanasomsithi, P. (1998). An Investigation into Teachers' Attitudes toward the Use of Literature in the Thai
EFL Classroom, Unpublished doctoral dissertation.The Indiana University
Yin, R. K. (2003). Case study research design and method. Thousand Oaks, CA: Sage.

320 st
The 61 TEFLIN International Conference, UNS Solo 2014
 DEVELOPING LISTENING SUPPLEMENTARY MATERIALS FOR THE SEVENTH GRADE
STUDENTS BASED ON CURRICULUM 2013

Mokhamad Sabil Abdul Aziz

Sebelas Maret University
Graduate School of Faculty of Education and Teacher Training
abdulaziz_msa@hotmail.com

Abstract: Curriculum 2013 strongly suggests teachers and students to use the textbooks which have been
developed by the government (the Ministry of Education and Culture law number 71 year 2013). It is seen that
the English textbook for the seventh grade students which is entitled “When English Rings a Bell” (WERB) does
not have adequate listening materials. Listening plays a critical important role in language learning,
communication, academic pursuit, and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and
Renandya, 2012). Therefore, there should be adequate listening materials for English language learners. This
paper presents the theories underpinning the development of listening supplementary materials for the seventh
grade students based on Curriculum 2013. The theories presented in this paper are about (1) teaching listening,
(2) supplementary materials, and (3) how to develop listening supplementary materials. By considering these
theories, it is hoped that scholars, teachers, and material developers can have theoretical insights in developing
listening supplementary materials.

Key words: listening supplementary materials, Curriculum 2013

In the academic year of 2014/2015, Curriculum 2013 has been implemented to the schools Indonesia.
However, Curriculum 2013 is not yet a fix product. It still needs evaluation and improvement. Vividly, the
curriculum development involves the process to determine the needs of learners, to determine an appropriate
syllabus, course structure, teaching methods, and materials, and to design a program evaluation (Richards, 2001:
2). Dealing with English subject seventh grade, Curriculum 2013 employs development of material which is in
line with the idea of the curriculum. The material itself is in term of a textbook for the English subject. The
Ministry of Education (MOE) urges the teacher to use the textbook developed by the MOE. That is “When
English Rings a Bell” (WERB) textbook for seventh grade students. It consists of 11 (eleven) chapters. Each
chapter has different themes. Each provides integrated four-language-skills materials as well. The WERB
textbook also has colourful pictures and figures. Moreover, it provides the students with many materials that they
can use in daily communication. Therefore, this textbook is assigned as the primary source of materials in the
class.
The WERB textbook is only the primary textbook. The teacher may use the other materials to support
the teaching and learning process. Another reason is the WERB textbook has some weaknesses. The WERB
textbook is not accompanied by audio recordings. Audio recordings are important indeed to help the teacher to
conduct listening activities in the class. In addition, the listening materials in the WERB textbook are not
sufficient. The dominant material is only repetition. Thus, the material does not promote communication both for
the teachers and for the students.
Considering that the WERB textbook still has limited listening materials, teachers need additional
listening materials. Therefore, listening supplementary materials should be developed. In order to provide a
theoretical guideline for developing listening supplementary materials, there will be some theories presented in
this paper. Those theories include are (1) teaching listening, (2) supplementary materials, and (3) how to develop
listening supplementary materials.

Teaching Listening
Historically, listening was neglected in the teaching of English as a second or a foreign language
(Helgesen, 2003; Nunan, 2002), viewed as a passive process (Lynch and Mandelsohn, 2002 in Al-Qaraghooly
and Al-Bermani, 2010: 15), and considered as secondary skill (Nunan, 2002: 238). On the other hand, form the
late 1960s, practitioners recognised the importance of listening, and began to set aside time for practicing the
skill (Field, 2002: 242). Listening plays a critical important role in both language learning, communication,
academic pursuit and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and Renandya, 2012).
Listening also has been regarded as the most widely used language skill in day-to-day life (Morley, 2001; Rost,
2001 in Batova, 2013: 1). In another words, teaching listening cannot be neglected because it is an important
skill which is needed in real-life and academic contexts.

st
The 61 TEFLIN International Conference, UNS Solo 2014 321
 Briefly speaking, the approach acquired in the present language teaching, including teaching listening,
is Communicative Language Teaching (CLT) (Richards, 2006: 6). The emphasis of teaching listening in CLT is
the need to teach listening for effective oral communication (Goh, 2008: 189). Consequently, the learner-centred
is adopted in teaching listening (Jacobs and Farell, 2003: 8; Nunan, 2002: 240). Nunan (2002) suggests that there
are two ways in implementing the learner-centred in teaching listening. Firstly, tasks have to focus on activating
the students’ participation i.e. the students can be engaged in the task activity actively. Secondly, teaching
materials have to be able to involve learners in their learning, and make the learners active in giving contribution
in learning process.
Through a checklist of micro skills, the teachers can get a good idea of what techniques need to cover in
the domain of listening comprehension (Brown, 2001: 255). Table 1 explains the micro skills proposed by
Richards (1983 as cited in Brown, 2001: 256).

Table 1 Micro skills of listening comprehension

No. Micro skills
1) Discriminate among the distinctive sounds of English.
2) Retain chunks of language of different lengths in short term memory.
3) Recognise English stress patterns, words in stressed and unstressed positions, rhythmic structures,
intonation contourse, and their roles in signalling information.
4) Recognise reduced forms of words.
5) Distinguish word boundaries, recognise a core of words, and interpret word order patterns and their
significance.
6) Process speech at different rate of delivery.
7) Process speech containing pauses, errors, corrections, and other performance variables.
8) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation),
patterns, rules, and elliptical forms.
9) Detect sentence constituents and distinguish between major and minor constituents.
10) Recognise that a particular meaning may be expressed in different grammatical forms.
11) Recognise cohesive devices in spoken discourse.

Supplementary Materials
As mentioned earlier, the curriculum in Indonesia is changing. The changing affects the development of
teaching materials. The teaching materials are very crucial because it serves as one of the learning sources. In
addition, materials are defined as any systematic description of the techniques and exercises to be used in
classroom teaching (Brown, 1995: 139). In other words, it can also be defined as anything which is used to help
to teach language learners (Tomlinson, 1998: xi). Moreover, the materials are used to facilitate the learning of a
language (Tomlinson, 2012: 143). Therefore, teaching materials are considered as an important tool for the
success of foreign language learning. The one that is commonly used in classroom context is in the form of
textbook. Moreover, textbook should cover the materials to teach English skills which are listening, speaking,
reading, and writing.
However, many textbooks are not accompanied by listening materials such as mentioned earlier.
Especially, the WERB textbook for seventh grade students is not accompanied by listening materials as well.
Therefore, the WERB textbook needs to be accompanied by listening supplementary materials. Why it is called
as supplementary materials because it is used in addition to the textbook (Spratt, Pulverness, and Willliams,
2005: 114). In other words, anything used to accompany the textbook which is not available in the textbook, and
comes from other sources, it can be called as supplementary materials.
Since listening materials is not available in the WERB textbook, the following discussion about
listening materials is considered as supplementary materials for the WERB textbook. To begin with, there are
many kinds of listening materials that can be used in the classroom, which are recorded materials in the form of
tapes and videotapes, and ‘live’ listening (Harmer, 2001: 229). Specifically, listening materials or sources can be
in the form of teacher talk, student talk, guest speakers, textbook recordings, television, video, DVD and radio,
songs, and the internet (Wilson, 2008: 40). One thing that should be considered is listening materials include the
input materials, accompanying tasks and means of assessment and feedback (Rost, 2011: 281).
From the explanations of the criteria of good materials from Robinett as cited in Brown (2001: 142);
Cunningsworth (1995 as cited in Richards, 2001: 274-276); Bell and Gower (1998: 122-125); Tomlinson (1998:
7-21); and Graves (2000: 156), the researcher concludes that the criteria of good materials as seen in Table 2.

322 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Table 2 The Criteria of Good Materials
No. Criteria
Aims and Approaches
1. Materials should correspond closely with the aims of the teaching programme and with the needs and
objectives of the learners.
2. Materials should be suitable to the learning/teaching situation.
Design and Organization
3. Materials should have a clear layout by using attractive, usable, and durable format.
4. Materials should have students’ books, teachers’ books, workbooks, and recordings
5. Materials should have a clear sequence
Learning
6. Materials should engage in discovery, problem solving, analysis.
7. Materials should develop specific skills and strategies.
Language
8. Materials should target relevant aspects (grammar, functions, vocabulary, etc.).
9. Materials should integrate four skills of speaking, listening, reading, and writing.
10. Materials should use/understand authentic texts.
Social Context
11. Materials should provide intercultural focus.
12. Materials should develop critical social awareness.
Activity/Task types
13. Materials should aim for authentic tasks.
14. Materials should vary activities and purposes.

How to Develop Listening Supplementary Materials

In order to develop listening supplementary materials, we can adopt R & D design by Borg and Gall
(1983: 775) which purposes 10 (ten) stages in developing a new product, which are:
1. Research and information collecting – Includes review of literature, classroom observations, and preparation
of report of state of the art.
2. Planning – Includes defining skills, stating objectives determining course sequence, and small scale
feasibility testing.
3. Develop preliminary form of product – Includes preparation of instructional materials, handbooks, and
evaluation devices.
4. Preliminary field testing – Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational
and questionnaire data collected and analysed.
5. Main product revision – Revision of product as suggested by the preliminary field-test result.
6. Main field testing – Conducted in 5 to 15 schools with 30 to 100 subjects.
7. Operational product revision – Revision of product as suggested by main field-test result.
8. Operational field testing – Conducted in 10 to 30 schools involving 40 to 200 subjects.
9. Final product revision – Revision of product as suggested by operational field-test results.
10. Dissemination and implementation – Report on product at professional meetings and in journals. Work with
publisher who assumes commercial distribution. Monitor distribution to provide quality control.

Conclusion
The WERB textbook for seventh grade students is clearly not accompanied by listening materials, such
as audio recordings, video, textbook recording, and so forth. As a matter of fact, listening plays an important role
in learning English. Through listening, the students get the input language which carries a message, and can be a
model of spoken discourse. Therefore, there should be listening supplementary materials, which can accompany
the WERB textbook and become the teaching and learning sources for the teachers and the students. The
discussion of the theories as mentioned earlier can be a theoretical insight in developing listening supplementary
materials for seventh grade students.

Bibliography
Al-Qaraghooly, D.A. & Al-Bermani, H.K.K. (2010). The Effect of Top-down and Bottom-up Processing on
Developing EFL Students’ Listening Comprehension. Al-Fatih Journal, (45), 15-40.
Batova, Natalia. (2013). Academic Listening: Is There A Place for Bottom-up Processing?. International Journal
of Education and Research, 1(4), 1-10.

st
The 61 TEFLIN International Conference, UNS Solo 2014 323
Bell, J. & Gower, R. (1998). Writing Course Materials for the World: A Great Compromise. In Tomlinson, B.
(Ed.). Material Development in Language Teaching (pp. 116-129). New York, NY: Cambridge
University Press.
Borg, W.R. & Gall, M.D. (1983). Educational Research: An Introduction (4th Ed.). New York, NY: Longman.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach (3rd Ed.). New York, NY: Longman.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development.
Massachusetts: Heinle & Heinle Publishers.
Brown, Steven. (2006). Teaching Listening. New York: Cambridge University Press.
Field, J. (2002). The Changing Face of Listening. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 242-247). New York, NY: Cambridge
University Press.
Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge
University Press.
Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and
Research Implications. RELC Journal, 39 (2), 188-213. DOI: 10.1177/0033688208092184. Los Angles:
Sage Publications.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle
Publishers.
Harmer, J. (2001). The Practice of English Language Teaching (3rd Ed.). New York: Longman.
Jacobs, G.M. & Farell, T.S.C. (2003). Understanding and Implementing the CLT (Communicative Language
Teaching) Paradigm. RELC Journal, 34 (5), 5-30.
Li, Wang. & Renandya, W.A. (2012). Effective Approaches to Teaching Listening: Chinese EFL Teachers’
Perspectives. The Journal of Asia TEFL, 9 (4), 79-111.
Nunan, D. (2002). Listening in Language Learning. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 238-241). New York, NY: Cambridge
University Press.
Richards, J.C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University
Press.
___________. (2006). Communicative Language Teaching Today. New York, NY: Cambridge University Press.
Rost, M. (2011). Teaching and Researching Listening (2nd ed.). Harlow: Pearson Education Limited.
Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course. New York,
NY: Cambridge ESOL & University of Cambridge.
Tomlinson, B.(1998). Glossary of Basic Terms for Materials Development in Language Teaching. In Tomlinson,
B. (Ed.), Materials Development in Language Teaching (pp. viii-xiv). New York, NY: Cambridge
University Press.
___________. (1998). Introduction. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (pp.
1-24). New York, NY: Cambridge University Press.
Tomlinson, B. (2012). State-of-the-Art Article: Materials Development for Language Learning and Teaching.
Lang. Teach., 45(2), 143-179.
Wilson, JJ. (2008). How to Teach Listening. Essex: Pearson Education Limited.

324 st
The 61 TEFLIN International Conference, UNS Solo 2014
 EVALUATING AND ADAPTING READING MATERIALS TO DEVELOP
VOCABULARY AND READING SKILLS
OF ENGINEERING STUDENTS AT POLITEKNIK NEGERI BANDUNG

MV. Joyce Merawati and Sri Dewiyanti

Abstract: The English curriculum for the first year students of engineering departments at Politeknik Negeri
Bandung encourages the students to develop academic reading skills. However, the results of the questionnaire
shows that these students like to improve speaking skills although they perceive that they have problems in
reading English references due to their limited English vocabulary and grammar. This study is conducted in an
engineering class to obtain the appropriate reading materials so that they may not only develop the students’
vocabulary and reading skills but also match well to the students’ levels and interests. This inductive qualitative
classroom action research starts from the students’ perceived weaknesses and ends at achieving the institutional
and the students’ goals. The data are collected from questionnaires, interviews, observations and students’
journals. The text evaluation and adaptation are based on the students’ interests, language level, problems, and
the goals of the program. The text evaluation is also conducted by investigating the students’ journals and oral
reports. The results indicate that the adapted texts are capable of developing students’ vocabulary, grammar,
reading skills, and thinking skills. This paper will discuss the processes of evaluating and adapting reading
materials which can be practised by teachers at all levels.

Keywords: evaluating, adapting, reading materials, reading skills

One of various problems that English teachers should encounter is the mismatches or gaps between the
students’ expectations and the institution’s responsibilities. The teachers are expected to bridge these gaps so that
these various expectations can be achieved. Teachers should think of the learners because these learners will play
important roles in teaching and learning. How good the teacher is, if the learners are not willing to learn, then
both the teacher and students will not be successful. Learners will learn effectively when they have willingness
and ability (Littlewood, 1996). Generally, the English reading classes in tertiary education apply teacher-
centered teaching styles and make use of teachers’ selected texts for practising reading skills (Alwasilah, 2000;
Djiwandonono, 2008). As a result, the class is monotonous, the students get bored, and the materials are not
useful for the students because these reading texts do not have any relation with the accomplishment of their
study (Alwasilah, 2000).
Based on the results of the questionnaire, the first year engineering students at Politeknik Negeri
Bandung (Polban) also experienced this learning situation, even from the very beginning of the first semester.
When they were requested to give their learning priority among the four language skills, they selected ‘learning
English to develop speaking skills’ as their first priority, and ‘learning English to develop reading skills’ was
selected as the fourth one. In addition, when they were requested to write their problems in using English for
communication either orally or in written, they stated that their problems were their limited vocabulary and
grammar.
However, the teachers are supposed to carry out the institutional curriculum focusing on academic
reading and writing skills to help the students catch up with the development of science and technology and to
develop learners’ autonomy. In addition, in Indonesia where English is regarded as a foreign language, students
will have lots of English exposures from reading so by developing their reading skills, they can always develop
their English.
Teaching and learning theories and the willingness of the students encourage the teachers to apply
various strategies to make the students learn and acquire English. However, to have learner-centered classroom,
teachers are encouraged to develop course materials that help learning (Nation, 2010). This paper attempts to
solve reading class problems in a first-year engineering class at Polban by making use of the modified reading
materials. The focus is on the process of developing reading materials namely evaluating and modifying
authentic materials based on the students’ interests and needs so that these materials can match well with the
various expectations of the students, teachers and institutions.

Theoretical concept
One of Indonesian education goals is to develop learners’ autonomy (UU RI No 12 Thn 2012). To
achieve this goal, teachers have to think of the two main components of learning autonomy, namely willingness
and ability (Littlewood, 1996). One characteristic of autonomous learners is that they are able to identify their
problems of the target language knowledge and take steps to overcome their problems (Ridley, 1997). Learners

st
The 61 TEFLIN International Conference, UNS Solo 2014 325
will learn a subject actively if it is useful and ‘comprehensible input’ for the learners as suggested by Krashen (in
Krashen & Terrell, 2000). Thinking of these principles, when evaluating reading texts, teachers have to consider
learners’ perceived problems, willingness, and ability.
As mention before, the engineering students perceive that they have limited English vocabulary and
grammar. However, to understand written texts, readers need sufficient knowledge of vocabulary, grammar and
discourse of texts (Nation, 2002) and they need to apply various strategies and skills to guess the intended
meaning of the writers. They guess the written message in the texts by applying rapid decoding, large
vocabularies, phonemic awareness, knowledge about text features, and a variety of strategies (Paris et al, 1991).
They look at the text forward and backward to make causal and temporal chains of events and integrate
information across sentences to identify main ideas, and making inferences. In addition, readers construct
meanings maturely from texts, always monitor their comprehension, and refine and revise and evaluate their
ideas.
One of reading skills called word attack-skills encourages learners to skip some unknown words and to
guess the meanings of new words from context (Nation, 2002). When guessing, readers’ prior knowledge
consisting of language, content and general knowledge, play important role. Then, to make the reading activity
in line with the students’ perceived problems, it is focusing on developing guessing meanings from contexts.
Texts cannot be separated from reading activities. When selecting reading materials for intensive
reading, teachers should think of the length, types and level of difficulty of texts depending on the settings, the
students and the aims of the reading class. Intensive reading texts are short so that they can be handled within
classroom periods and the level of difficulty depends on the length of sentences, vocabulary, grammatical
complexity, organization, cohesion, abstractness, clarity and assumptions about prior knowledge (Nation, 2002).
In relation to ‘comprehensible input’ suggested by Krashen (in Krashen & Terrell, 2000), the
vocabulary level of the texts used to practice guessing meanings from context must be slightly higher than the
students’ levels or about 2% for non-assisted reading activities (Nation & Gu, 2010) or less than 5% for
intensive reading class (Nation, 2002). For practicing the strategies of guessing meaning from context, teachers
may use nonsense words so that these words becomes pure new words for the learners (Nation, 2002).
Based on the results of the questionnaire, the engineering students were interested in reading authentic
texts dealing with their engineering subjects. Thinking of the learners’ perceived problems, interests, and the
goals of the program, the authentic texts dealing with engineering were evaluated and adapted.

Methodology
This study was carried out by means of inductive qualitative classroom action research conducted for
three cycles within twenty weeks (Wallace, 1998; Cohen, Manion, & Morrison, 2007). This study had three pairs
of material evaluations, namely at the beginning and at the end of each cycle, and one material adaptation. The
material evaluation for preparing Cycle 1 was based on the students’ interests and perceived problems. The
results of the evaluation at the end of Cycle 1, especially the material weaknesses, were considered when
evaluating and selecting the materials for Cycle 2. Then, the results of Cycle 1 and 2 were considered to evaluate
and adapt the materials for Cycle 3. The data were collected from open and close questionnaires, interviews,
observation, and students’ journals including the students’ self-observation written at the end of each cycle. This
action research was an attempt to help the students solve their perceived problems and at the same help them
achieve their needs.

Results and discussion

At the beginning of the reading program, students’ need analysis was conducted. The results indicated
that there were mismatch expectations between the learning goals of most students and the institution. Almost all
students (93%) wanted to improve their speaking skills; while the main objective of the English curriculum was
to develop academic reading skills. When reading, they preferred to have engineering texts dealing with their
majoring subjects. However, most students (66.7%) perceived that their main problem in reading was their
limited vocabulary. These students were novice readers because of three reasons. First, based on vocabulary test
developed by Nation (2002), the students acquired approximately 1750 words. Second, when reading, these
students were focusing on word meaning. Third, to solve their perceived problems, they applied primitive
strategies, namely asking someone and consulting a bilingual dictionary.
Considering the students’ weaknesses and good readers’ strategies, the reading texts were evaluated by
applying these three steps; first, the students’ ability to identify the word parts and parts of speech of the new
words in sentences. This was to evaluate whether the texts had appropriate grammar level for these students so
that the students might acquire the English sentence structures and grammar and apply bottom-up reading
process. The second was to evaluate the clues and the distances of the clues from the new words. This was to
evaluate whether the texts were digestible so that the students could make use their knowledge or apply top-
down process. Finally, the students’ guessing process was evaluated; this was to evaluate whether the adapted

326 st
The 61 TEFLIN International Conference, UNS Solo 2014
texts encouraged them to acquire other reading skills such as skipping the unknown words, reading backwards
and forwards, revising and refining ideas.
Cycle 1, authentic short texts taken from a children book ‘How Things Work’ were used for reading
materials, because the students had limited vocabulary and were interested in reading engineering texts. Those
texts were evaluated based on the topics, text length, and pictures. The text lengths were ranging from 42 to 103
words and consisting of one or two paragraphs; and each text had at least one picture completed with labels.
After the students read those texts, the effectiveness of these texts were evaluated. the results of
questionnaires showed that 90% of the students found that the texts were useful but too difficult to understand.
The students’ journals contained lots of the difficult words. The texts had high density of low frequency words
that were ranging from 17% to 23%. Therefore, the vocabulary levels of those texts were not suitable for the
students. Short texts containing one or two paragraphs caused learners to focus on very local context and they
could not find more clues and failed to construct meanings. As a result, when the students encountered unknown
words, they directly consulted bilingual dictionaries instead of guessing.
Preparing Cycle 2 texts, some samples of texts were evaluated. This was to obtain the appropriate level
of texts, especially the vocabulary level. The texts taken from a set of children encyclopedia, such as Young
Geographers’ series published by Thomson Learning and Time-Life’s Illustrated World of Science, published by
Time Life Asia, were evaluated using recognition test suggested by Nation (2002) i.e. students underlined the
unknown words of a text. Then, the average unfamiliar words were calculated by counting all the underlined
words divided by the total words of the text. The result showed that those books contained unknown words of
approximately 0.7% - 2%.
At the end of Cycle 2, the effectiveness of these texts was evaluated from the guessing process of
teacher’s selected words written in the students’ journals. Their journals showed that they did not identify the
word parts and parts of speech of those words and they guessed deductively by identifying the meanings and
then selecting the surrounding words to support those meanings. This process indicated that they had familiar
with these selected words. It was similar to top-down reading process when the readers applied their knowledge
to understand the texts (Aebersold, 1998).
In Cycle 3, to encourage the students to guess the meanings of unknown words so that they were able to
always develop their vocabulary, grammar, and reading strategies, the evaluated authentic texts taken from those
books were modified. The technical terms, content words (nouns, verbs, adjectives, or adverbs), or the key words
were replaced with nonsense words (Nation, 2002), so that these words were purely unknown words. These
words were selected because they had clear contexts, such as clear explanation of the words in the text or having
signalling words i.e. ‘called’, ‘or’, ‘for example’, ‘such as’ etc. If the original words were derivative words, the
affixes were still embedded on those nonsense words. If these words were repeated several times, all the stem
words were replaced with the same nonsense stem, for example the word ‘drain’ was replaced by ‘kluin’, then
the word ‘drainage’ was replaced by ‘kluinage’ and ‘drained’ became ‘kluined’, etc. This was to help the
students to identify the parts of speech based on suffixes or word-part recognition. If two or three related texts
were used at the same time, the selected words existing in those texts were all modified consistently including
the picture labels and notes.
To have natural reading and to apply word-attack skills, the students were required to guess the
meanings of the marked nonsense words which were not appeared at their first time in the texts. This was to
provide an opportunity to skip the unknown words and then reread them when they encountered again and
guessed them. The total modified words together with the other new words were approaximately 5% of the total
words in the text(s).
At the end of Cycle 3, the effectiveness of these materials were evaluated. The results of using
these modified texts which were analyzed from the students’ journals and recorded oral reports explaining their
guessing process indicated that these texts were able to satisfy the students’ and teacher’s expectations. The
embedded affixes helped the students develop their language knowledge. Their morphemic awareness was
improved by being more analytical with those affixes. They were able to apply their bottom-up approach by
means of recognizing word parts and word positions in phrases and sentences to identify the parts of speech and
to guess the meanings of those words. The repeated purely unknown words encouraged them to find more clues
from larger contexts. They traced the web of these repeated words to wider scope and even to different pages.
Pictures, diagrams, labels and notes were very useful to predict new words. Therefore, the quality of the pictures
played an important role.
The students’ reading skills were developed. They skipped the unknown words and guessed the others.
They read the text backward and forward. They tried to apply multiple standard of monitoring by having more
clues and expanding their context, especially when they guessed repeated purely unknown words in different
paragraphs. However, there was a drawback of substituting the real words with nonsense words. The deep
thinking process made them learn these nonsense words instead of the real words. To eliminate this drawback,

st
The 61 TEFLIN International Conference, UNS Solo 2014 327
the teacher provided the original words directly after the students made right guesses, and changed the all the
nonsense words into the original ones.

Conclusion
Using authentic texts for reading class is enjoyable, and develop learners’ willingness to read and
improve learners’ content knowledge. However, these texts need to be evaluated and adapted so that they are
matched well with the language level of the learners and the purpose of the program. The guessing activities
develop learners’ language knowledge - vocabulary and grammar - and reading strategies and skills. Learners
also have language learning experience because they learn English by focusing on meaning, construct meaning
maturely, and repeat these words several times. Requiring learners to write the guessing process and report it
orally encourage them to focus on the use of the words and the language.

References
Alwasilah, A.C. (2000). Perspektif pendidikan bahasa Inggris di Indonesia. Bandung: CV. Andira.
Cohen, L., Manion, L., & Morrison, K. (2007).Research methods in education (6th Edition ed.). London:
RoutledgeFalmer.
Djiwandono, P. I. (2008). A Profile of needs and wants of Indonesian learners of English at university level: a
snapshot of reality in Asian classroom, 6th Asia TEFL International Conference.
Krashen, S.D. and Terrell, T.D. (2000). The natural approach: language acquisition in the classroom, England:
Prentice Hall Europe.
Littlewood, W. (1996). Autonomy: An anatomy and a framework.System,24, 427-435. Elsevier Science Ltd.
Nation, I. S. P. (2002).Learning vocabulary in anotherlanguage, Cambridge: Cambridge University Press
Nation, P., & Gu, P. Y. (2010).Focus on vocabulary. Sydney: Macmillan Eduction Australia PTY LTD.
Paris, S. G., Wasik, B. A., and Turner, J. C. (1991). ‘The development of strategicreaders’, in Barr, R. and
Kamil, M. L. (eds.), Handbook of readingresearch, (609-723), New York: Longman
Ridley, J. (1997). Reflection and strategies in foreign language learning, Frankfurt, Germany: Peter Lang
GmbH.
Undang-Undang Republik Indonesia No 12 tahun 2012 Tentang Pendidikan Tinggi.
Wallace, M. J. (1998). Action research for language teachers.Cambridge: Cambridge University Press.

Biodata
Dr. MV. Joyce Merawati Budi Rahardjo Ramathan, Dipl. TESL., M.Pd. is a lecturer of English at
Politeknik Negeri Bandung. She is teaching Reading, Listening and English for Engineering. She was graduated
from IKIP Sanata Dharma, Jogyakarta, Victoria University of Wellington in New Zeland and her master and
doctoral degree were received from Universitas Pendidikan Indonesia where she pursued research in students’
learning autonomy. Her papers on learning autonomy have been presented in national and international seminars.
For further contact, please send e-mail to joyce_merawati@yahoo.co.idor joyce.merawati@polban.ac.id

Dra. Sri Dewiyanti, M.Ed., M.A. is a lecturer of English at Politeknik Negeri Bandung. She teaches Writing,
Translation, and ESP. She got the bachelor degree from IKIP Yogyakarta. Her master degree in education of
TESOL was received from Edith Cowan University, Australia and the master degree in applied linguistics was
from University of Waikato, New Zealand. For further contact, please send e-mail to sdewiyanti29@yahoo.com
or sdewiyanti@polban.ac.id

328 st
The 61 TEFLIN International Conference, UNS Solo 2014
 SILVER LININGS TEXTBOOK:
AN APPRAISAL OF 2013 CURRICULUM-BASED COMMERCIAL ENGLISH COURSE BOOKS
FOR SENIOR SECONDARY SCHOOL STUDENTS

Ni Wayan Sukraini
State University of Malang
niwayansukraini@gmail.com

I Gusti Agung Paramitha Eka Putri

State University of Malang
agungparamitha22@gmail.com

Abstract: Textbook is an important element in language learning activities since it provides a set of guidelines,
alternatives, and resources (Harmer, 2007:181). In Indonesia, varieties of commercial textbooks have been
disseminated by private publishers which resulted in no course content uniformity. Therefore, the emerging 2013
curriculum is accompanied by government’s endeavours of bringing an educational homogeneity by promising a
textbook called Buku Babon – which is supposed to be delivered by April 2013. The delay of Buku Babon has
given back the opportunities for commercial publishers, such as Erlangga and Yrama Widya, to release 2013
Curriculum-based English textbooks for senior secondary school students. This paper aims at evaluating those
course books using an adaptation of Mukundan’s et al. (2011) Checklist for Textbook Evaluation and a
systematic approach of course book evaluation by Nation and Macalister (2010). The evaluation will reflect the
books’ suitability with the elements of 2013 Curriculum. Gains will come in the form of advice for English
teachers to choose the appropriate materials, to make modification, or to look for another alternative.
Theoretically, this evaluation will show how the textbooks can be improved or justified. Feedbacks for the policy
makers concerning the provision of English textbooks will also be given.

Keywords: commercial English textbooks, 2013 Curriculum, textbook evaluation

Last year, the Indonesian government officially announced a plan to implement a new curriculum i.e.
the 2013 Curriculum. Some innovations in teaching and learning activities, as well as assessment procedures,
require the government to reset almost the whole education system for primary and secondary school. The
government promised to provide basic components of teaching and learning process, such as textbooks and
lesson plans. But, almost a year after the curriculum has been tried-out, the textbooks were only ready for some
subjects in some levels of education. For instance, English textbooks for the senior secondary school students
have not been distributed yet. Consequently, many teachers choose to use commercial textbooks due to the
absence of Buku Babon.
Varieties of commercial textbooks have been disseminated by private publishers in relation to
implementation of the Indonesian 2013 Curriculum. For example, Erlangga and Yrama Widya are two of the
private publishers that released English course books based on the current curriculum. These course books need
to be evaluated because they are chosen by many schools in Indonesia. Besides, Lawrence (2011:4-5)
acknowledges that the result of textbook evaluation will give an advantage in enhancing the effectiveness of the
course books use since it helps the teachers to find out and recognize which areas need further modification or
adaptation. Thus, this paper intends to evaluate those two commercial course books. It is expected that fitness of
the two course books with elements of the 2013 Curriculum (character building, scientific approach, and
authentic assessment) can be reflected. Also, feedback for private publishers to improve or justify their products
will be gained.

2013 Curriculum, Scientific Approach, and Textbooks

Scientific approach in the 2013 Curriculum is pretty new for the Indonesian teachers. Kementrian
Pendidikan dan Kebudayaan (2013) explains that scientific approach derives from Krathwohl’s Affective
Domain Taxonomy, which consists of receiving, responding, valuing, organizing, and characterization by value
set. Besides, Bloom’s taxonomy is also considered as the basis of scientific approach in the 2013 Curriculum
since it is a model of classifying thinking by six cognitive levels of complexity.
Textbooks (Buku Babon) are then promised to be provided by the government. The textbook for every
subject is aimed at guiding the teacher in manifesting the scientific approach in their classroom. However, the
English textbooks have not arrived yet. This condition led the teachers to choose commercial textbooks that
promote the 2013 Curriculum.

st
The 61 TEFLIN International Conference, UNS Solo 2014 329
 The use of textbooks in the classroom can really help the teacher deliver the materials and the students
to better understand the lessons. Richard (_____:1-2) explains eight advantages of textbook in a language
program: (1) a syllabus is usually attached in a textbook and is used as the base of organizing the lessons, (2) if
the same textbooks are used, uniform assessment can be administered as the students in different classes receive
similar material, (3) students experience high quality learning if good textbooks are used, (4) textbooks are
usually accompanied by CDs and other media, and thus provide various learning sources, (5) they save time as
the teacher and the students can readily use them, (6) teachers who speak English as a second or a foreign
language especially benefit from textbooks as they provide an effective language model and input, (7) teachers
can ‘train themselves’ and learn from the textbooks as well as teacher’s manual, and (8) textbooks are usually
designed sophistically.
As advantageous as textbooks are, they can be unsuitable if used in different settings. For example, one
textbook may be perfect for one course, but not for another course because the content does not match the need
of the students. Therefore, there is a need to evaluate a textbook against particular criteria. Focusing on
textbooks for language programs, Richard (2001:258), citing Cunningsworth (1995), suggests some criteria as
set of guidelines which also indicates the characteristics of an appropriate textbook for a language course i.e.
textbooks should (1) match the curriculum (i.e. the aims and the objectives) of the language courses, (2) should
contain material and teach language skills that students will use during and after completing the courses, (3)
consider students’ needs and support their learning processes with flexible methods, and (4) have a strong role,
like teachers who bridge between the target language and the students.

Evaluating the Two Commercial Textbooks

A checklist for evaluating the two commercial textbooks has been developed by adapting Mukundan’s
et al. (2011) checklist for textbook evaluation complemented with systematic approach of course book
evaluation proposed by Nation and Macalister (2010). The adaptation made is the insertion of the elements of the
2013 curriculum (e.g. scientific approach, authentic assessment, and character building) into the evaluation
criteria. After the checklist has been developed, the writers asked three senior secondary school teachers in
Denpasar and Palangka Raya to give their judgments. Their judgments and suggestions were used to revise the
checklist. Fixed checklist is then used by the writers to examine the two course books. Result of evaluation will
be in two forms or sections i.e. (1) strengths and weaknesses and (2) areas for improvement.

Evaluation Result of Erlangga’s Course Book for Grade X

The textbook entitled “Pathway to English for Senior High School Grade X” consists of eleven
chapters. Each chapter contains lessons for the four English language skills, grammar and a text genre, values,
cultural awareness, and expression (except in chapter 8 and 9). The activities are organized according to some
steps such as observing, questioning, exploring, associating, and communicating. Furthermore, the textbook
looks fancy with its colorful soft cover, durable paper, and strong binding. The layout is attractive with black,
white, and orange accent. The texts and visuals are displayed efficiently because every part is clearly sectioned.
The price of the textbook is quite expensive i.e. Rp. 62.000. However, for some people the price might be
reasonable enough since they can get a well-printed textbook like this.
Having been evaluated further, this textbook matches the specification of the syllabus. Most
(approximately 75%) of the learning experience mentioned in the syllabus are included in the textbook. All
materials demanded by the syllabus are covered, except song lyrics. Moreover, the activities in the textbook can
be carried on using various methodologies in ELT. Generally, most of the tasks are achievable, interesting, and
graded from simple to complex. Cultural sensitivities have been considered. In fact, there is a section called
Cultural Awareness inserted in almost every chapter of the book. In addition, the language and the situation in
the textbook sound quite natural and real.
Regarding the four English language skills, the tasks have well-defined goals. They are mostly
appropriate, interesting, and adequately graded according to complexity. The activities for listening are close to
real situation while the activities for speaking are adequately developed to initiate meaningful communication.
As for reading, the language in the texts is contextual and sounds quite natural. However, the tasks for writing
barely consider students’ capabilities. The activities for all skills are not balanced. The individual response
outnumbers the peer and group work.
As for the language components, the materials for vocabulary and grammar are all covered, but the
material for pronunciation and intonation is very limited. The vocabulary load is appropriate to the level and
distributed well across the whole book. Moreover, the spread of the grammar is quite achievable. The grammar
is contextualized with real-life tasks and is introduced explicitly in a section called Grammar in Action and
reworked incidentally throughout the book. In contrast, pronunciation and intonation are only provided in one
chapter of the textbook.

330 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The exercises provided in the textbook seem to be learner friendly. They measure students’ competence
adequately covering the Bloom’s taxonomy. Students are not only required to remember information but also to
understand and apply the concepts, to analyze and evaluate the examples, and to create their own piece of work.
Furthermore, the various exercises help both under-achievers and over-achievers.
This textbook is also evaluated against the criteria for the aspects of the 2013 Curriculum. Each chapter
in the textbook facilitates character building. The social competences (KI 2) to be developed are especially
included in the textbook map and are reflected in the lessons. On the contrary, religious competences (KI 1) are
not included in the lessons. The activities across the textbook are developed and organized based on scientific
approach. The learning processes are based on discovery, inquiry, or problem. In addition, students are given
various projects by which they will gain feedback from their teacher or peers. Moreover, the section Share Your
Experience in the beginning of each chapter adequately activates the students’ prior knowledge before learning
new materials. In regard to the assessment, the textbook assesses both product and process through the projects
to be done by the students. The textbook also provides self assessment through K-W-L (what I know, what I
want to know, and what I learned) table and self-reflection for learning journal.

Evaluation Result of Yrama Widya’s Course Book for Grade X

Physically, the layout of Yrama Widya’s course book for Grade X is attractive. It has an eye-catching
hardcover with a photo of some foreigners wearing Indonesian traditional costumes who are playing Indonesian
traditional musical instruments (angklung). The texts and visuals are carefully arranged. In addition, the book is
also produced by using durable paper. An audio CD is also presented to assist teachers in using this book. It is
cost-effective but compared to Buku Babon – which is planned to cost not more than Rp 15.000 – this book can
be considered pretty expensive.
This English textbook for Grade X has matched the specification of basic competencies in the syllabus.
The book accommodates activities which allow the students to introduce self and others, show care, make
announcements, tell recounts, describe linguistic features in songs as well as describe persons and places. Since
it completely contains basic competencies as stated in the syllabus, the book is compatible to the needs of
prospective users i.e. the X graders. The author of the book begins every chapter with a section that allows the
students to do brainstorming. He provides several questions and pictures to activate the students’ prior
knowledge about issues or topics going to be learned in the chapter. In some chapters, the students are
encouraged to finish project works with their teams. Obviously, this is in line with scientific approach as
proposed by the government.
Furthermore, the activities can also be exploited fully by teachers through various methodologies in
ELT. The book gives chances for the teacher to create variation of classroom speaking and writing activities.
Speaking classes can be done by holding mini drama, role play, problem solving, group and class discussion,
interviews, and monologues. Meanwhile, the writing activities are in forms of writing letters and/or messages in
Facebook chat rooms, and greeting cards. Both under-achievers and over-achievers are helped by these exercises
since in doing them the students will not only rely on themselves but also on others. The under-achievers can get
assistance from the over-achievers. For the time being, the over-achievers’ ideas can also be flowed to the right
medium.
Looking at texts and tasks included in the book, compatibility of it to the age of the learners is ensured.
The tasks cover Bloom’s Taxonomy. In addition, the author of the book considered cultural values in designing
them. He also pondered the authenticity of reading articles, texts for listening, and samples of writing. The book
has appropriate and adequate listening, speaking, reading, and writing tasks with well-defined goals. Tasks for
listening, speaking, and writing included in the book are interesting. Unfortunately, the reading activities are
provided monotonously – in forms of multiple choice tests only. The reading activities could use more varied
exercises such as short answer items and matching items.
Both texts and tasks for the four basic skills are graded efficiently from the simplest to the more
complex ones – written in natural language and real context use – and thus, the book helps the X graders to
achieve all of the objectives. These contextual texts and tasks fulfill the needs of the students in the future. For
instance, in Chapter 1, the students are asked to identify and find detailed information from people’s identity
cards. This is a real-life scene which may be encountered by the students in the future.
Speaking activities are developed to introduce meaningful communication to the learners. Most of the
activities are created to be pair and group works. This is in line with KI 2 or social competences which also
contribute to the students’ character building. But, individual responses are not treated in appropriate number.
The activities are not balanced between individual responses, pair work, and group work.
Additionally, vocabularies are organized in good distribution, from simple to complex, across chapters
in the whole book. New words are presented in each chapter in appropriate level. Those new words are also
efficiently repeated and recycled across the book. The distribution certainly helps the learners to remember as
well as use them in practices. Ideally, the loads of new words should be accompanied by pronunciation sections.

st
The 61 TEFLIN International Conference, UNS Solo 2014 331
However, only one pronunciation section is included in the book. The section is learner-friendly with no
complex charts but again it is not sufficient.
Following the vocabulary distribution, grammars (or structures) are also distributed fairly. They are
contextualized with real-life tasks although some of them are not introduced explicitly. In the beginning of
grammar sections, the author gives several interesting examples which are supplemented by several guiding
questions to lead the students in understanding the structures. However, the structures are not reworked
incidentally throughout the book. They are only presented in certain chapters.
Although the book is written with the label of “2013 Curriculum”, some elements of the current
curriculum are not inserted into it. First, the book does not contain tasks which enable the students to achieve a
crucial goal mentioned by government as religious competence. Second, the authentic assessments are not
included in the book. The government has suggested that the textbook should add the way of assessing the
students through authentic assessment. The textbook should contain those elements so that the students will be
able to evaluate their learning progress.

Conclusion and Suggestion

The overall result of the evaluation indicates that the strengths of both commercial textbooks outweigh
the weaknesses. However, some changes and additions would be necessary to improve the books. More
pronunciation activities are needed especially when new vocabulary and expressions are introduced. In addition,
religious competences (KI 1) need to be included for they are the core of the 2013 curriculum. Regardless of the
evaluation results, teachers can still follow the national syllabus by adapting, adopting, or even creating their
own material and assessment.

References
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Cambridge: Pearson.
Kementrian Pendidikan dan Kebudayaan. (2013). The Application of Scientific Approach in English [PowerPoint
slides].
Lawrence, W.P.W. (2011). Textbook Evaluation: A Framework for Evaluating the Fitness of the Hong Kong
New Secondary School (NSS) Curriculum. Published Dissertation.
Mukundan, J., Hajimohammadi, R., Nimehchisalem, V. (2011). Developing An English Language Textbook
Evaluation Checklist. Contemporary Issues In Education Research, 4, 21-28.
Mulyasa, H. E. (2013). Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya.
Nation, I.S.P., and Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
Richards, J. C. (____). The Role of Textbooks in a Language Program, (Online),
(http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf), retrieved 10 July
2014.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University
Press.

332 st
The 61 TEFLIN International Conference, UNS Solo 2014
 DEVELOPING SHORT VIDEO-BASED MATERIALS FOR TEACHING ENGLISH FOR GENERAL
PURPOSES (EGPs) IN COLLEGE AND UNIVERSITY

Nur Saptaningsih
English Instructor at UNS Language Center and Setia Budi University Surakarta
nur_saptaningsih@yahoo.co.id

Abstract: This research investigates the development of short video-based materials for teaching English for
General Purposes (EGPs) in college and university. R & D methodology was applied. Thirty students of class G
of Setia Budi University (USB), two lecturers and two experts participated in this study. The data were the
existing materials, the implementation of teaching EGPs, the prototype of the short video-based materials and the
implementation of the prototype. The data collecting techniques were: library research, observation, interview,
questionnaire and FGD. The result of the study are as follows: 1) the existing materials are inadequate to
facilitate students in listening and speaking production and to provide students with pleasurable and motivational
materials; 2) the short video-based materials are successfully developed; and 3) the short video-based materials
are considered feasible.

Keywords: R & D, materials, short video, EGPs, college and university

English for General Purposes (EGPs) is taught in colleges and universities. It provides a broad
foundation of learning English. The typical areas cover four integrated skills, i.e. speaking interaction and
production, listening, reading and writing which are equally treated. It deals with various topics and the materials
are language in daily and general uses. Hence, materials should be prepared to accomodate, stimulate and
motivate students to use English through all skills in authentic experiences.
The interviews with some English lecturers and the questionnaires distributed to students of USB
revealed that teaching and learning activities were facilitated with books and audio materials. As a result,
learners could not observe the setting of the conversation and the speakers’ actions, expressions, emotions, and
gestures. In fact, learners needed real picture of native speakers involving in social interaction. Furthermore, they
required motivational materials which encourage them more to speak and communicate. Regarding that the
existing materials for teaching EGPs were inadequate in providing students with authentic English experience
and use, it is necessary for the researcher to propose materials which may fill the gaps between the existing
materials and the students’ need of authentic English experience.
Materials are a set of product for teaching and learning activities, such as textbooks, videos, recorder
materials, etc. Video material can be a very useful source and asset for the language teaching-learning because it
combines both fun and pedagogic instructions in authentic material that reflect real interaction (Rammal: 2005).
Davis (2012) outlines: 1) video helps to raise learners’ pragmatic awareness; 2) users prefer material that is
visually aesthetic; 3) the use of video with text is particularly efficient in enhancing levels of comprehension
and, consequently, supersedes the power of text alone; and 4) images may help aid understanding and learning of
concepts that are difficult to explain verbally. Moreover, McKinnon (2011) postulates “the setting, action,
emotion, gesture, etc. that our students can observe in a video clip provide an important visual stimulus for
language production and practice”.
A number of investigations on using and developing video materials for teaching English had been
carried out by some researchers. Rammal (2005) studied about using video in the EFL classroom which led him
to a conclusion that video material can be a very useful source and asset for the language teaching-learning
because it combines both fun and pedagogic instructions in authentic material reflecting real interaction. Cakir
(2006) conducted similar research and concluded that video is beneficial for learners and teachers, being useful
and motivational teaching tool for both practicing listening skills and stimulating speaking and writing. This
present study differs from the previous ones in some aspects. First, the subjects are Indonesian lecturers and
students who might have different characteristics. Secondly, this study deals with developing a product for
teaching EGPs to fill the gaps between weaknesses of the existing material and the students’ need.

Methods
Research and Development (R & D) methodology was employed in this research. Borg & Gall (1983)
proposes some steps in developing a product in R & D research: information collecting, planning, preliminary
form of product, preliminary field testing, main product revision, main field testing, operational product revision,
operational field testing, field product revision and dissemination and implementation. Sugiyono (2013)

st
The 61 TEFLIN International Conference, UNS Solo 2014 333
simplifies the steps into preliminary study, development study, and evaluation stages. However, based on certain
consideration, this research applied the first two stages to accomplish the goal.
The preliminary research was carried out in two ways: library and field research. The library research
was to obtain clear information about the existing materials. The field research was to find out whether the
existing materials met the teachers and students needs. The subjects were lecturers and students of USB. The
purposeful sampling technique was employed. The data were information about the existing materials, the
features of the existing materials and the learners’ needs. The researcher collected the data through interview,
questionnaire and classroom observation. The data were analyzed in three the steps based on the processing
operations suggested by Kothari (2004): editing, coding and classification.
Product development was carried out in three ways: prototype development, expert judgment and field
tryout. Prototype development was to create the prototype model of materials, considering seven aspects;
objectives, content, presentation, language appropriateness, tools, volume and short-video. The criteria of
materials were based on requirements postulated by Cunningsworth (1995), Rowntree and Tomlinson (in
Richards: 2001). Expert judgment was to see the feasibility of the prototype design. Two experts were invited to
validate the prototype and give input for the prototype revision. Field try out was to see the effectiveness of the
short video-based materials. Interview and questionanire were to gain the data of feedbacks from lecturers and
students. Evaluation and revision were conducted to fix the materials. When the product was considered
qualified, the final product was successfully developed. Some criteria proposed by Maksum (2009) were utilized
to draw conclusion, including: 1) excellent/can be used (80% - 100%); 2) good/can be used (60%-79%); 3) quite
good/should be revised; and 4) bad/should be revised (<50%).

Findings And Discussions

Preliminary research
This part deals with the findings and discussion on students’ and lecturers’ responses on the existing
materials and classroom observation.
Table 1. Students’ Responses on the Existing Materials
Aspect Respons Findings
es
Objective 50% The materials met the objectives but the listening and speaking production were
a bit difficult.
Content 50% The materials were authentic and meaningful but could not maximize students’
potential.
Presentation 45% The color and font were unattractive, but the activities were sometimes boring.
(design&learni No changing were made. The materials did not facilitate learners with
ng) pleasurable and authentic learning experiences.
Language 80% The materials were presented with appropriate grammar. The instructions were
appropriatenes easy to understand.
s
Tools 48% The key anwers were not provided. The learning was only supported by printed
and audio materials.
Time 46% The materials were too much.
management
Materials 40% The listening materials were boring and difficult to understand.
Mean 51,29%

The overall score for the existing materials was 51,29%. Though considered quite good, it was near to
the lower limit of 50%.
Interview with lecturers revealed that: 1) the materials focused on written and audio materials; 2)
students experienced difficulties in pronunciation; 3) the listening were fast and difficultto understand; 4)
lecturers did not use audio-visual materials; 5) students needed materials which make them enthusiastic; and 6)
students needed materials which give them real examples of interaction and communication using English.
Based on the classroom observation, the findings were: 1) the students and lecturers used book provided
with audio materials; 2) though suitable with the syllabus, the materials could not facilitate the students dealing
with oral production and speaking practice; 3) students were not enthusiastic; and 4) students did not pay
attention to the learning activities.
Taking into account to the findings, it seems that the existing materials failed to achieve impacts as
Tomlinson postulates (in Richard: 2001). The existing materials had no significant effect on learners. Learners’
curiosity, interest and attention were not attracted. Many factors might contribute to this case. The materials
consisted only written and audio materials. Books covered activities with motionless pictures, and therefore were

334 st
The 61 TEFLIN International Conference, UNS Solo 2014
unattractive for students. Students experienced difficulties when working with listening because the listening
was too fast and the words were difficult. The listening materials only provided them with voice of people
having conversation without knowing the real setting and expression. They could not see the lips movements of
the speakers to predict what the speakers were talking about when some words were unfamiliar. In fact, settings,
actions, emotions, gestures, etc. provide an important stimulus for language production and practice (McKinnon:
2011) and images may help aid understanding and learning of concepts that are difficult to explain verbally
(Davis: 2012). This is very important because what they learned was foreign language, the language which they
did not speak every day.

Product development
The development of the prototype was based on the theoretical review and the findings in the
preliminary research. The product name was “Real Shot, Real English”. The materials consisted of short-videos
and module. The cover was orange and the layout was designed to meet students’ interest. There were eleven
units and each of them was provided with a short video and some activities, consisting of pre-viewing, while-
viewing and post-viewing activities and also key answers.
The judgement provided by two experts was figured in the table below.
Table 2. Result of Evaluation from Experts
Aspect Expert 1 Expert 2 Highest Score
Objective 7 7 8
Content 15 14 16
Presentation (design&learning) 23 23 28
Language appropriateness 7 6 8
Tools 7 7 8
Time management 3 3 4
Short video 6 6 8
Total score 68 66 80
Percentage 85% 82,5% 100%
Mean 83,75

The mean score of expert validation was 83,75% and the prototype was considered excellent. The
prototype could go to the tryout after some minor revision were made based on the expert suggestions as
follows: 1) providing clearer pictures, 2) correcting misspelled words and grammar; 3) providing glossary; 4)
providing more eye-catching cover; 5) providing preface; 6) revising the table of content; and 7) providing more
interesting font.
Based on the observation of the tryout of the prototype in classroom, the researcher found that the
process of implementation was good. Lecturer started the lesson with pre-viewing activity and the students gave
positive response. She played the short video and the students watched. She sometimes stopped the short video
and asked them with some questions. Students tried to guess what happened and what the speakers were talking
about. Lecturer was familiar the video since the reseacher had explained to her before the tryout. She directed
students to move from one task to another task smoothly. Though sometimes a bit noisy, students actively
involved in the learning activities. Though their oral production was mixed, Indonesian and English, it seemed
that they tried to speak English. They created their groups based on their choice and designed a conversation.
The result of the the students questionnaire was figured through the table below.
Table 3. Students’ Response in the Tryout
Aspect Score Findings
Objective 86,18% The content was suitable with the program and basically easy to
understand.
Content 83,44% The materials presented were authentic and meaningful. The materials
helped them cope with four main skills.
Presentation 82,08% The activities were interesting. The materials gave authentic experience of
(design&learning) using English. However, The cover and layout design were less eye-
catching.
Language 82,90% The instruction was easy to understand.
appropriateness
Tools 82,46% The materials was good. The key answers were provided.
Time management 81,58% The time was average.
Short video 82,68% The short video was pleasurable and motivating.
Mean 82,90%

st
The 61 TEFLIN International Conference, UNS Solo 2014 335
 The mean score for the tryout was 82,90% and it was considered excellent. However, they argued that
the cover and layout design were less interesting.
FGD involving researcher, students, lecturers and experts brought some important findings: the
prototype was excellent, but the design and layout needed some improvements. Also, activities for the next units
should be more variative. Based on the feedback from students and suggestion from experts, some improvements
were made: 1) the color of the cover was changed from orange into combination orange, white, red and green; 2)
the cover picture was changed from English dictionary into people communicating using English; and 3) the
module layout was improved with more picture and more various and colorful font. Moreover, to anticipate that
the students might be bored with same activities, the following units were provided with various activities
different from the previous ones.
The materials are considered feasible and can be used for teaching EGPs because they meet students’
needs after being validated, field-tested and revised. The final product is “Real Shot, Real English”. The
materials consist of module and short videos. The modul is A4 in size and consist of 40 pages. The cover is
combination of orange, white, red and green with a picture of people communicating using English. The
materials are divided into eleven units and each unit covers some activities, including pre-viewing, while-
viewing and post-viewing activities. Glossary and key answers are provided to help student maximize their
learning.
The materials successfully meet the seven aspects of good materials. In term of objective, the
materials meet the objectives of learning EGPs in four areas of competence. The materials are designed to help
students: 1) ask and answer questions on very familiar topic; 2) understand familiar phrases and words about
themselves, family and surroundings; 3) understand familiar names, words and simple sentences; and 4) write
short functional text. In term of content, the materials are contextual and authentic, giving real example of using
English in daily life. The materials encourage students’ affective domain. These are in line with Tomlinson’s
statement (in Rinchard: 2001) “materials can inform the learners about the language, provide exposure to the
language in use, stimulate language use and seek discoveries about language use in natural settings”. In term of
presentation, the cover design, layout and font are attractive and clear and the materials provide various
interesting, meaningful, motivational and pleasurable activities which help them work with other students. In
term of language appropriateness, the final product is designed with correct formal English. The instruction of
every task is clear and undertandable. In term on tools, the materials are provided with various types of sources.
The module provides students with instruction and various interesting activities to do, like filling the blanks,
guessing the character, arranging letters, arranging words, etc. The short video also provides students with
listening and viewing activities. The activities of using short video are varied. They can listen and watch the
video, watch sound-off video to predict what the speakers’ saying by observing the movements of their lips, and
visual-off video (when students are ready enough). In term of volume, each unit of the materials last for 45
minutes because the product is supplementary for the existing materials and the purpose is to cover the
weaknesses of the existing ones. In this case, lesson plan was very useful and influential to design effective and
timely tryout process. Finally, in term of audio-visual media, the short videos can meet students’ need and
motivation. Also, the short videos are pleasurable and authentic.

Conclusions and Suggestions

Conclusions
This research is significant to develop short video-based materials for teaching EGPs in college and
university. The final product of “Real Shot, Real English” is considered feasible for it has fulfilled the overal
underlying aspects: 1) the materials meet the objectives of learning EGPs; 2) the materials are contextual and
authentic; 3) the materials support students’ affective domain; 4) the design of materials and learning activities
meet students’ need; 5) the final product uses correct formal English and clear instruction; 6) the materials are
provided with various types of sources; 7) the learning duration meet the estimated time; and 8) the short videos
are pleasurable, authentic, and motivational.

Suggestions
Lecturers of EGPs in college and university may use this product as supplementary materials to
support the existing materials. It provides learners with interesting short videos and activities close to real use of
English. The materials can improve students’ motivation and attract students’ interest. However, as some
learners are likely to make groups of their close friends, lecturer has to modify the way of creating group to
encourage them to work and interact with other students. Further and deeper research can be conducted to look
into the issues with improved results. Also, since developing prototype is sometimes time and energy
consuming, researchers need to have detailed and unlimited information dealing with existing materials, samples
of activities and other beneficial references to minimize obstacles.

336 st
The 61 TEFLIN International Conference, UNS Solo 2014
References
Borg, W. R. & Gall, M. D. 1983. Educational Research: an Introduction. New York: Longman Inc.
Cakir, Dr. I. 2006. The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom.
Journal of TOJET, Vol. V, Issue 4. Retrieved from http://www.tojet.net/articles/v5i4/549.pdf.
Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford: Heinemann.
Davis, R. 2012. Teaching with Video. Retrieved from www.teflnet.com.
Kothari, C. R. 2004. Research Methodology: Methods and Technique. Jakarta: Gramedia.
Maksum, A. 2009. Metodologi Penelitian dalam Olahraga. Surabaya: Unesa Unversity Press.
McKinnon, M. 2011. Teaching Technologies: Teaching English Using Video.McMillan Publisher, Ltd.
Retrieved from www.onestopenglish.
Rammal, S. M. 2005. Using Video in the EFL Classroom. 25th CDELT Symposium. Retrieved from
http://www3.telus.net/linguisticsissues/using%20video.
Richards, J. C. 2001. Curriculum Development in Language Teaching. New York: Cambridge University Press.
Sugiyono. 2013. Metode Penelitian Kuantitatif: Kualitatif dan R & D. Bandung: Alfabeta.

Biodata

Nur Saptaningsih
HPI-02-14-1110
nur_saptaningsih@yahoo.co.id
nur.saptaningsih.translator@gmail.com

Nur Saptaningsih is an English instructor at UNS Language Center and Setia Budi University and also a
translator. Her interests lie in English teaching and translation. She has her bachelor degree from the University
of Indonesia and a master degree from Sebelas Maret University. She is active in developing her skills by joining
national and international workshops, courses and seminars held by The U.S. Department of State and University
of Oregon, British Council, HPI, Metro TV and some universities. She was involved in national and international
events held by the Ministry of Youth and Sports, UNS, UI, Indonusa Polytechnique, etc. She was also involved
in organizing English module for Salemba Group Jakarta and materials for Seleksi Siswa Berprestrasi SMP of
Sukoharjo Regency. She wrote “Analysis on Translation of Poems in Rangkasbitung Anthology by W.S. Rendra
Translated by Suzan Piper”.

st
The 61 TEFLIN International Conference, UNS Solo 2014 337
 PICTURE STORY BOOKS FOR EXTENSIVE READING
IN MADRASAH TSANAWIYAH

Nur Taslimah
Islamic Junior High School (MTs) Babul Khairat Lawang Malang, East Java
ntaslimah@gmail.com

Abstract: Picture story book is an interesting source of reading for pleasure or extensive reading. Picture story
book is very beneficial to improve the students’ motivation in reading; however, the availability of the English
story books that meet the Islamic Junior High students’ needs is not sufficient. This study was intended to
develop Islamic English picture stories for extensive reading activity in Madrasah Tsanawiyah. Using Borg and
Gall’s research and development model as the basis for the study, four Islamic picture story books were
produced. The products were: (1) Islamic short stories, (2) Islamic humorous stories (3) Stories of the Sahabah,
(4) and Stories of the Prophets.

Keywords: Islamic picture story books, Extensive Reading, Madrasah Tsanawiyah

Reading should be an integral habit and culture of the students to gain their success in learning
everything, including learning English as foreign language. Renandya (2007) says that reading is an underlying
means of supporting the success of the learning process. The students’ quality is also determined by the amount
they read and the intensity of their reading activity. When the students read a lot of good reading materials, they
will be good persons; however, if they read nothing, they will be nothing.
One of the atmospheres to promote the reading habit is by having an activity of reading for pleasure.
According to many experts, pleasure reading is the key to improve students’ English. Bamford (1998:4) states
that reading activity that promotes the students’ reading habit is not the intensive reading program with difficult
words and sentences but it is on the extensive reading program. Krashen found that those who do more
recreational reading show better literacy and language development, with the strong impact on reading
comprehension, vocabulary, grammar, and writing (Krashen, 2004). Chan’s study (2011) suggests that
implementing FVR (Free Voluntary Reading) proves to be effective in developing reading competence in the
aspects of reading comprehension and attitudes or motivation in English learning. Renandya (2013) states that
the students obtain all of the benefits of reading by simply doing something that is pleasurable. They just read
anything that they find enjoyable. Students read pages by pages and hours by themselves if they find them
interesting.
The availability of interesting books is a crucial factor in extensive reading activity that aims at
developing reading habit. It is hard to establish a reading habit if the students have less access or without proper
access to books or other learning resources. Makotsi (2005) stated that children and adults need to have access to
a wide range of reading materials to help them acquire and maintain fluent reading skills, broaden horizons, and
think independently and critically.
Picture story book is one of interesting and enjoyable sources of reading for pleasure or extensive
reading. Pictures are good learning aid to attract students’ attention. Stories promote language learning,
understanding of genre, and community building, while also enhancing authenticity, affect, and motivation
(Nicholas, 2011). Furthermore, a research done by Sheu Hsiu-Chih (2008) shows that picture story books have
three main educational values in EFL classroom: providing a meaningful context for language learning
(linguistic values), stories have the potential to motivate learning, and pictures increase comprehension, and
stimulate imagination.
Picture story book is very beneficial to improve the students’ motivation in reading; however, the
availability of the English story books that meet the Islamic Junior High students’ needs is not sufficient.
Therefore, this study was intended to develop Islamic English picture stories for extensive reading activity in
Madrasah Tsanawiyah.
There are some criteria of books for extensive reading activity in Islamic Junior High school. First, they
should use simplified text within controlled vocabulary which Nation (2002:24) calls ‘graded readers since the
students are in the beginning or intermediate level learners. The students in these levels need to get easy, fun and
understandable materials. It is in line with the motto of extensive reading proposed by Bamford (1998: 121) that
is ‘reading gain without reading pain’. Beside using simple language, the reading materials of the books should
also consider the cultural appropriateness. It means that the materials should be in line with the culture, the social
or the religious values the students have. Rohmah (2009) stated that the contents of reading materials in
Madrasah should also discuss Islamic culture and values. Furthermore, Rohmah (2012) states that often the

338 st
The 61 TEFLIN International Conference, UNS Solo 2014
culture embedded in the second/foreign language being taught is sometimes in conflict with the culture held by
the learners. Her proposed solution to overcome the conflict in Islamic learners is by using material selection,
that is, for example, by tailoring English teaching materials with Islamic themes, such as discussing religious
lesson using English. This idea is not in contradiction with the concept of teaching English as an international
and global language. Being an international and global language, English learners do not need to internalize the
cultural norms of native speakers (Inner Circle Countries) of that language. The educational goal of learning
English is to communicate the learners’ ideas and culture to others using this language (McKay, 2002:12).
Considering the issues above, the development of picture story books for Madrasah Tsanawiyah (MTs) should
also contain Islamic culture and values.

Method
The study aims at producing Islamic English picture story books for the students of Islamic Junior high
school (MTs) for extensive reading activity. The model of R&D suggested by Borg and Gall (2003:573) was
applied and adapted in this study. The adapted model was as follows: (1) Need analysis (it is called research and
information collecting in Borg and Gall’s model, (2) developing materials (simplification of Borg and Gall’s
planning and developing preliminary form of the product) (3) expert validation (preliminary field-testing) (4)
first revision (main product revision), (5) try-out (main field testing) (6) second revision (operational product
revision), (7) Final product.

Finding and Discussion

Need analysis
Needs Analysis was done by giving questionnaire to the students to know the availability of reading
materials for extensive reading and the types of reading materials they like and dislike. From the questionnaire
distributed to the 58 respondents who were the students of MTs Babul Khairat Lawang, it is found that most of
the students (62%) said that the existing reading materials in the library were very difficult for them and there
were no Islamic reading materials in English. The 98 % of the students prefer the story books with pictures to
those without pictures. The genre of the stories the students like most is stories of the prophets (87%). Other
genres the students like are stories of the sahabah (82%), short stories (79%), and humorous stories (72%). The
stories they like are those containing Islamic messages. They do not prefer the stories containing myth, cultures
of other religions, or other cultures that are not suitable with Islamic teaching. From the data obtained in the
needs analysis, it can be concluded that the students wanted to have picture stories containing Islamic messages.

Development of the Materials

The result of the need analysis became the basis in developing the materials. The development of the
materials included several steps: First of all, the researchers selected many Islamic reading materials from
internet and books that were related to the Islamic reading material the students like. Then, the researchers
classified the texts into four types of the texts: Islamic humorous stories, Islamic short stories, stories of the
sahabah, and stories of the prophets.
The next step of developing materials was that the researchers read all the texts thoroughly and then did
the adaptation. The adaptation done by the researchers was intended to make the materials more suitable to the
students’ level.
The last step was giving pictures to illustrate the stories. The illustrations given were intended to make
the stories easy to understand, attractive, and more interesting.

Expert Validation
The checklist given to the expert covered three main variables: design and layout, the topic and the
content, and the language used.
From the score given by the expert on the design and layout variable, it can be concluded that in the
aspect of design and layout, the three books (humorous stories, short stories, and stories of prophets) are very
JRRG PHDQV•  7KLV PHDQV WKDW WKH Gesign and layout of the books does not need to have revision and
improvement. However, the means score of the design and layout of the stories of the Sahaba was 3.33. It means
that the design and layout in this book needed a little bit improvement. The expert commented that the
researchers should add some more illustrations.
The topic and the content aspects of these story books has met the criteria (mean =4.72). In the two
books (short stories and the stories of the prophets) the expert gave score excellent (mean =5.00). It means that
the topics of these developed books are interesting, challenging, and suitable to the junior high students' level. It
also means that all of the books have met all the criteria in the content aspect, that the books are meaningful; in
which they can help the students expand their awareness and enrich their experience in their Islamic life.

st
The 61 TEFLIN International Conference, UNS Solo 2014 339
 The contents of the books are also culturally accepted; i.e. suitable to Islamic teaching and culture.
However, the researcher should think over the two stories in humorous stories (‘Arabic Vs American’ and ‘No
Muslims in the hell’). Although these two stories are accepted in Muslim society, they potentially will irritate
other religion or other tribes. Therefore, the expert suggested dropping these two stories.
The three books (humorous stories, short stories, the stories of the prophets) have met the three criteria
in language aspects. The expert gave score ‘excellent’ and ‘very good’ in the criteria of the language aspect in
these four books. It means that the use of vocabulary and the grammar in the three books have been suitable to
the learners in the beginner level. In the stories of the sahabah, the language is considered a little bit difficult for
the beginner level of the students. Therefore, the researcher should simplify the language or make it simpler.

The First Revision

The first revision of the developed materials based on the data obtained from the expert validation.
Summarizing from the score, the comment and suggestion given by the expert, the first revisions are the
improvement of the cover of the books, The addition of some illustrations, the changing of the illustration from
the internet into the illustration from illustrator, the deletion of two stories (‘Arabic Vs American’ and ‘No
Muslim in the hell’).

The Result of Tryout

The tryout in this study was conducted by giving the students the picture story books to be read. The
subjects to conduct the tryout were 80 students of MTs Babul Khairat Lawang Malang East Java. Each student
was asked to read one book they had chosen. They were also encouraged to read all the books by exchanging the
books with their friends. They could take the books home for two weeks. After having tryout, the students were
given a set of checklist about the books they have read. The score the students gave in the checklist are as
follows.
The students thought that the humorous story book was very good (means =4.13). The language aspect
got the mean of score 3.6, which showed that in the students’ opinion, the language used in humorous stories
was not too easy and not too difficult. It means that the language used in the humorous stories was suitable with
the students’ levels. It is in line with the statement of Maley (2009) that in extensive reading, the reading
materials should not only be interesting but also within the language competence of the students. Most students
commented that the stories in this book are funny. They also said that the cover and the illustrations are good
and interesting. The illustrator was creative; however, they suggested that the illustration would be more
attractive if the books are printed colorfully.
In the students’ opinion, the short story book is very good (means= 4.01). The students also commented
that this short story book is useful, containing interesting messages, and the language is easy to understand. They
said that the stories in this book were suitable with the students of Islamic junior high school. However, they
commented that the pictures in the book were not so clear because they were copied in the black and white.
Based on the comments and the suggestions from the students, it can be concluded the book has good content
validity, but less face validity. The researchers should improve the face validity by printing the books in the
colorful style.
In the students’ opinion, stories of the sahabah are very good (mean score=4. 32). The students
commented that the stories in the book were meaningful for their lives, because there were many good examples
from the lives of Sahabah. However, the language variable got the lowest score (mean=3.38). It means that the
students had a little difficulty in understanding language. Considering the data obtained from the students about
this book, the book needed no revision except in the language variable. The researcher should simplify again the
difficult vocabulary to help the students understand the text. It is in line with the suggestion of Brown (1997:
374). He states that when the original authentic materials may contain some difficult words that might be
frustrating for the students, the teacher should simplify the language used.
$OOYDULDEOHVLQWKHVWRULHVRIWKHSURSKHWVDUHYHU\JRRGPHDQV•,WPHDQVWKDWLQWKHVWXdents’
opinion, all the aspect has met the criteria. The layout and the design were attractive to the students. The
students like the topics of these prophets’ stories. The scores given by the students were in line with the students’
comment. The students commented that the language in this book is easy to understand and the illustrations are
funny and interesting. The students also commented that this book is very good that could help them learn
English meaningfully. However, like the suggestions on the other books, the students suggested that the book
would be more interesting if the book was printed colorfully.

Second Revision
Based on the data obtained from the tryout, the second revision in this step concerned on the
improvement of the way the books printed from the black and white style into the colorful one. Another revision
was simplifying the language used in the stories of sahabah.

340 st
The 61 TEFLIN International Conference, UNS Solo 2014
Final Product
After having the second revision, the final product was published. The published final product was in
the form of four picture story books that were used as the supplementary books for extensive reading activity in
MTs. The four picture story books are Islamic humorous stories, Short Stories, Stories of the Prophets, and
Stories of the Sahabah.
The specific characteristic of these picture story books is that they contain Islamic messages; i.e the
Islamic teaching found in the reading texts. There are exercises in these books to facilitate the students if they
want to check their comprehension about the stories in the books.The paper book size used was A5 (14,8 cm x
21 cm). The choice of the paper size is under the consideration that the books will be handy, portable, and easy to
carry anywhere. The paper used is HVS 70gr and the font used in the books is Arial Unicode Ms 12 pts.

Conclusion and Suggestion

Conclusion
The products in this study are supplementary reading materials in the form of picture story books. They
are humorous stories, short stories, stories of the Prophets, and stories of the sahabah. These picture story books
are equipped with the tasks, and answer keys. These books have met the criteria of good books. The expert
validator of the books gave very good scores to all aspects of the book. In the tryout process, the students were
enthusiastic to read these books. They commented that the books were very good and they liked to read the
books because of attractive illustrations, interesting topics, meaningful contents, understandable language. These
findings show that the researchers have been successful to be a facilitator and a motivator (Harmer, 2007:284), in
which they were successful in providing good reading materials in English that can increase the students’
motivation to read and learn English.

Suggestion
The products in this study should be used as the reading materials in the extensive reading activity. As
being used as the extensive reading materials, these books should be read by students independently. However,
the teacher should be a facilitator in the extensive reading activities. The teacher can assign the students to read
the books at classroom, at home, or outside the classroom. The teacher should ask the students to report their
progress in reading.

References
Bamford, J and Day, R.R. 1998. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge
University Press.
Borg, W.R and Gall, M.D. 2003. Education Research: An Introduction.7Ed. White Plains: Longman Inc.
Brown, H.D. 2007. Teaching by Principles: an Interactive Approach to Language Pedagogy. Third Edition. New
York. Pearson Education.
Chan, H. 2011. The Effect of Free Voluntary Reading on College English in Reading Class in Korea. Paper:
Proceedings of the 16th Conference of Pan-Pacific Association of Applied Linguistics. Sun Moon
University
Harmer, J. 2007. The Practice of English Language Teaching. London: Longman
Krashen. S. 2004. Free Voluntary Reading: New Research, Applications, and Controversies. Paper presented at
the RELC Conference, Singapore April 2004, retrieved from www.sd krashen.com/articles/ Singapore.
McKay, S, L. 2002. Teaching English as an International Language: Rethinking Goals and Approaches. Great
Claredone Street: Oxford University Press.
Makotsi, R. 2005. How Library Networks can Help Reach Education Goals. A research paper: Commissioned
by Book Aid International. East African Book Development Association.
Maley, A. 2009. Extensive Reading: Why It is Good for Our Students and for Us. Retrieved
from http://www.teachingenglish.org.uk/articles at May 23 2013.
Nicholas, J, B. 2011. The Power of Story in the ESL Classroom. The Canadian Modern Language Review. 67, 2
(May247–268
Nation, P. 2002. Managing Vocabulary Learning. RELC Porto folio Series. Orange Grove Road: SEAMEO
Regional Language Centre.
Renandya, W. A. 2013. The Role of Input- and Output-Based Practice in ELT. In A. Ahmed, M. Hanzala, F.
Saleem & G. Cane (Eds.). ELT in a changing world: Innovative Approaches to New Challenges.
Newcastle: Cambridge Scholars Publishing (Online Publication).
Renandya, W.A. 2007. The Power of Extensive Reading. RELC Journal, 38(2): 133-149. (Online )
(http://rel.sagepub.com/cgi/content/abstract/38/2/133), retrieved at 3 June 2013.
Rohmah, Z. 2009. EFL Materials in Madrasah Tsanawiyah: What Do They Really Need. TEFLIN Journal, 20
(1):104-117.

st
The 61 TEFLIN International Conference, UNS Solo 2014 341
Rohmah, Z. 2012. Incorporating Islamic Messages in the English Teaching in the Indonesian Context.
International Journal. Social Science. & Education 2(2):157-165.
Sheu Hsiu-Chih. 2008. The value of English picture story books. ELT Journal. Volume 62/1 January 2008. Page
47.

Biodata
Nur Taslimah was born in Ngawi, December 15th 1974. She received her undergraduate (S1) degree in English
Language Teaching from English Department, IKIP Malang (1993-1999). She has been teaching in Junior High
School since 2000. Now, she is teaching in SMPN 4 Lawang Satu Atap Malang. She is also teaching in Islamic
Junior High School (MTs) Babul Khairat Lawang Malang. In 2012, she continued her study in English Language
Teaching, Graduate Program, State University of Malang with the scholarship from P2TK, Ministry of
Education and Culture.

342 st
The 61 TEFLIN International Conference, UNS Solo 2014
 MANGA COMICS AS APPEALING EXTENSIVE READING MATERIALS
FOR THE TENTH GRADERS OF SENIOR HIGH SCHOOL

Paramita Anggraini
State University of Malang, East Java
angginchan@gmail.com

Abstract: Manga comics are known as interesting reading materials for students in learning. Due to the fact that
intensive reading in English teaching and learning has many problems especially dealing with limited class time
and uninteresting materials, teachers can develop manga comics as extensive reading materials to motivate
students to read enthusiastically. The present paper reports the development of prototypes of manga comics as
extensive reading materials for the tenth graders of senior high school. The research design was Research and
Development. The setting was class X-1 in the academic year of 2012/2013 of SMA Negeri I Bojonegoro, East
Java. This research used the validation questionnaire for the expert and the teacher and the try-out questionnaire
as the instruments to collect the data. The results of the research show that the drafts had to be revised in terms of
the manga comics’ components, the level of difficulty, and the self-assessment. However, the final products are
proven as good extensive reading materials for the tenth graders of senior high school and can enhance students’
motivation to read English texts.

Keywords: manga comics, extensive reading materials

Initially, the overview about the use of comics in general as one of effective educational tools can be
proved from the early of 40’s to date, in which many educators have conducted a series of research on using
comics in education. Many studies have provided the usefulness of comics as an effective educational tool. For
example, Tatalovic (2009) describes that comics provide a potential medium for science education and
communication. In her paper, Pertiwi (2010) shows that comics can help young learners learn about the present
tense in English. In addition, Versaci (2001) points out that comic books and help students to change their
perspective about literature as well.
In this paper, the researcher specifically takes manga comics as the topic of her present study as she is
interested in Japanese culture and literature. Manga is a Japanese comic book or Japanese illustrated comic with
Japanese style of drawing. The educational potential of manga comics inside the classroom is an issue worth
researching. Many journal articles and research have investigated the potential of manga comics as an
educational medium and different point of views often appeared which make the use of manga comics in the
classroom as debatable issues.
One of the significant strengths of manga comics as educational tools is stated in Murakami and Bryce
(2009) that “By combining visual and verbal texts with stories, manga is able to make difficult topics easy to
understand.” In their study, manga is seen as a representative of Japanese culture. The study introduce
unexplored area of manga that is the subset of educational manga in which it informs the reader with valuable
real-world information while entertaining with engaging stories and characters. Kaneko (2008; in Unser-Schutz,
2011) also mentions that “the familiarity students have with the materials may allow learners to become more
engaged than with the text-only materials.” Thus it can be concluded that manga comics have a strong sense of
context as visual medium because the drawings make clear who is speaking, to whom it is spoken, and in what
situations. In KOMPAS newspaper, Arif (2012) provides two examples of 4-panels manga comics in his article
made by Hanii Nayu and Matsumoto Yuka being used to educate about disaster as well. As additional
information, manga comics can also be materials for extensive reading in general. As Krashen (2004) points out
in his study, reading comic books is associated with greater enjoyment of reading in general. Comic books play
an important role in helping readers gain confidence and learn to enjoy reading.
Regarding the fact that manga comics have positive significances as educational tools, the researcher
tries to use manga comics as tools to teach English as a major subject of this study, specifically in teaching
reading. It is due to the fact that intensive reading in English teaching and learning, precisely in Indonesian
context, has many problems generally dealing with limited class time and uninteresting materials which hinder
students’ motivation to read English texts and improve their reading skills. To overcome the problem, teachers
can develop manga comics as learning materials to motivate the students to learn enthusiastically.
In the school chosen as a research subject, namely SMA Negeri I Bojonegoro in East Java, the intensive
reading program inside the tenth grade classes was not conducted satisfactorily. The results of the preliminary
study on the tenth graders of SMA Negeri I Bojonegoro show that the students were not interested in reading
English passages. This was due to some factors, namely the limited class time as well as the limited number and

st
The 61 TEFLIN International Conference, UNS Solo 2014 343
uninteresting module book. However, the results of the students’ needs survey indicate that more than half of the
tenth grade students in this school like to read comics, especially manga. Therefore, in order to arouse the
students’ interest in reading English passages and to overcome the limited class time, the researcher used manga
comics as extensive reading materials to support the teaching and learning activities.
However, there is a problem dealing with the accessibility and suitability of the manga comics to teach
English in Indonesia. In fact, manga comics with English conversations are only available online and students do
not always have access to the internet. Moreover, some online manga comics may contain gender bias
sometimes. Thus, the researcher decided to develop prototypes of manga comics with English conversations as
extensive reading materials for the tenth graders of senior high school.

Method
The design of the study is Research and Development (R&D). The setting of the research is class X-1 of
SMA Negeri I Bojonegoro in the academic year of 2012/2013. The product development procedures consist of
five stages: (a) the pre-development, (b) the development of the first draft, (c) the product validation by the
expert and the teacher, (d) the product try-outs, and (e) the development of the final product. The research
instruments are the validation questionnaire for the expert and the teacher, and also the students’ try-outs
questionnaire. The products are revised based on the results of the product validation and the try-outs. For the
product validation, the validated components include: (a) the components of manga, (b) the level of difficulty,
(c) the self-assessment, (d) the checklist of students’ progress, (e) the gender bias, and (f) the benefit to increase
the students’ motivation in reading extensively.
The data analysis uses the content analysis and the descriptive analysis. The content analysis is done to
check the feedbacks from the questionnaire of the validation stage. The data is analyzed qualitatively. While for
the descriptive analysis, the data is taken from the questionnaire of the students’ try-outs. The data is analyzed
and described qualitatively with a little quantitative calculation. The formula to analyze the data per item uses
the mean calculation. The interpretation of the data validation is adapted from McClave and Sincich (2003). It
can be seen in Table 1.

Table 1
Validity Analysis
Score Interpretation
3.3 – 4 Valid
2.6 – 3.2 Quite valid
1.8 – 2.5 Not valid enough and need to be revised
” Not valid and need to be revised
Note. The range of scores refer to mean calculation.

Results of the Development

The analysis of the expert validation showed that some aspects of the prototypes were revised and
revalidated. Those aspects were the components of manga, the level of difficulty, and the self-assessment.

The Components of Manga

The first component was characterization. The expert commented that there were some expressions
which were overstated and need to be revised, for example the angry expressions. The second component to
revise was panels. The expert gave a feedback that the flow of some panels had to be rotated from left to right
and up to down followed the western format of comic since this meant to be for English learning.
As for word balloons, the expert commented that some balloons contained Indonesian expressions.
Then, the expert gave a feedback to change those expressions with the English equivalents. The next to be
revised was onomatopoeia (sound effect). The expert gave a feedback to modify some sound effects which
sounded Indonesian into English.
The next component to improve was motion depiction. The expert gave a comment that some motion
effects were drawn incorrectly, such as head and body moving positions. The expert also advised that the
movement line needed to differentiate between the beginning and ending of the movement.
The cover needed a revision as well. The expert gave a remark that the title needed to be more eye-
catching. In addition, the introduction part had to be more consistent from general into specific, containing (a)
title, (b) level of difficulty, (c) aim, (d) preparations, (e) instructions, and (f) introduction.
The color aspect was revalidated as well. The color had two revisions before it was considered valid.
After the 1st revision, the expert commented that the color used was too dark. Then, she suggested that the
researcher used the softer color to make the products more attractive.

344 st
The 61 TEFLIN International Conference, UNS Solo 2014
The Level of Difficulty
The expert gave a feedback that all components of the level of difficulty needed to be revised. Since the
feedback for each components were similar, the researcher summarized the problems into one analysis. The
language use and vocabulary components needed to be changed into more polite form so students would be able
to learn good English instead of impolite words. Moreover, the expert suggested the vocabulary be simplified in
order that the students enjoyed the reading without looking up the dictionary too often.
As for the readability component, the expert suggested that the language required being corrected into
more suitable level for students and not too difficult.

The Self-Assessment
In self-assessment aspect, the expert advised the researcher to be more careful with the open-ended
questions which did not need an answer key.

The results of the teacher validation indicate there was no revision for the components of the developed
product. The teacher stated that the whole aspects were appropriate; therefore, there were no suggestions for
further improvement. According to the teacher, the product is good and interesting.
In the product try-outs, consisting of small group and large group try-outs, most students gave points on
the validity of the components between 3 points which means “good”, 4 points which means “very good”, and
none chose 1 or 2. Based on the feedbacks in the try-outs, the products are valid and already good.

Conclusions
Based on the research findings, the products are proven as good extensive reading materials for the
tenth graders of senior high school.
The final products of this study are the prototypes of 5 short serial manga comics with 5 different
topics, the self-assessment including the comprehension questions and the answer key, and the checklist of
students’ progress. The materials cover the recount story for the 1st semester of grade X. The final products are
produced two-sided on CONCORDE A4 200 gram/m2, bound, and laminated as well.
Nevertheless, there are also several limitations in developing this product. After conducting this study,
the researcher finds that to develop manga comics is very demanding. It consumes a lot of time if the teachers
are not accustomed to drawing comics. It is also difficult to provide the topics which students like as well. In
addition, producing a good product requires funding.

Recommendations
This section presents some recommendations for the classroom English teachers and the further
researches. It is suggested that the English teachers use easier and more enjoyable materials in teaching English.
In this case, the manga comics can be an alternative materials in teaching reading. In addition, since the
materials only covers one text-type for grade X (in this case recount text), it is advisable that the teachers
develop the materials with more various topics and text-types not only for grade X, but also for the grades XI
and XII.
Thus, to overcome the problems in the drawing and topic selection, the English teacher can collaborate
with other teachers. For example, asking the art teachers to help drawing the comics and other teachers to help
finding interesting topics for the students. As for the efficiency, the products can be printed by waterproof ink
instead of being laminated. It is also urgent for the future researchers to develop other kind of materials for
extensive reading materials since materials that suit the students’ needs, interest, and level are not available yet.

Bibliography
Arif, A. (2012, October 18). Pendidikan Bencana Lewat “Manga”. Kompas, p. 14.
Krashen, S. 2004. The Power of Reading: Insights from the Research (2nd ed.). Portsmouth, NH: Heinemann.
McClave, J. T., & Sincich, T. (2003). Statistics (9th ed.). US: Prentice-Hall, Inc.
Murakami, S., & Bryce, M. (2009). Manga as an educational medium. The International Journal of the
Humanities, 07(10), 45-55, Retrieved from http://www.mq.edu.au/
pubstatic/public/download/?id=42361
Pertiwi, W. H. S. (2010). Helping Young Learners Learn Present Tense Using Comics. In Cahyono B. Y. (Ed.),
The Teaching of English Language Skills and English Language Components (pp. 80-101). Malang:
State University of Malang Press.
Tatalovic, M. (2009). Science Comics as Tools for Science Education and Communication: A Brief, Exploratory
Study. Journal of Science Communication, 08(4), A02, Retrieved from
http://jcom.sissa.it/archive/08/04/Jcom0804%282009%29A02/?searchterm= None

st
The 61 TEFLIN International Conference, UNS Solo 2014 345
Unser-Schutz, G. (2011). Manga as a linguistic resource for learning. In A. Stewart (Ed.), JALT2010 Conference
Proceedings. Tokyo: JALT, Retrieved from http://jalt-publications. org/files/pdf-article/jalt2010proc-
41.pdf
Versaci, R. (2001). How Comic Books Can Change the Way Our Students See Literature: One Teacher's
Perspective. English Journal, 91(2), 61-67, Retrieved from http://www.
history.ucsb.edu/faculty/marcuse/classes/33d/33dTexts/maus/Versaci2001ComicBooksChangeStudents
Views.pdf

346 st
The 61 TEFLIN International Conference, UNS Solo 2014
 ADJUSTING LANGUAGE TEACHING IN POLYTECHNIC TO
REQUIREMENTS OF INDUSTRY

Perwi Darmajanti
Surabaya Shipbuilding State Polytechnic
Jl. Teknik Kimia, Kampus ITS Sukolilo, Surabaya 60111, Indonesia
perwi.ppns@gmail.com

Abstract: Based on the education philosophy in polytechnic, the education content is matched to industries
requirement of qualified workers. Today’s professional context requires not only the traditional academic
content mastery but also new skills such as critical thinking and problem solving. While recent development in
language teaching puts a stronger importance on critical thinking skills. Critical thinking is a process that
challenges an individual to use reflective, reasonable, rational thinking to gather, interpret and evaluate
information in order to derive a judgment. Students who develop critical thinking skills are considered better
academically and non-academically. This is an effort to combine language teaching and critical thinking training
as there is a relation between language and thought. A brief training on critical training was given to a group of
language learners. Together with reaching the English syllabus aims, teachers are required to make a list of
activities in which the skills are required. The course should enable students to develop their language
competency while developing critical thinking and shaping identity.

Keywords: critical thinking, language learning, shaping identity

The issue of character education has been developing years, not only in Indonesia but also in most parts
of the world. It also becomes point of attention from Directorate Higher Education of Ministry of Education and
Culture of Indonesia. It is an education of value, attitude, moral and personal characteristics. The objective of the
character education is to develop learners so they can make decision in their life and preserve the good tradition.
Then they can implement those good values in their life as well as spread them to their surroundings. The theme
of character education is to develop new generation who are honest, smart, tough and care.
One of the objectives of character education is developing decision making skill. The ability to make
decision follows a long process although our life is full of decision making. Some of them are routine, but on
occasion it requires more thought. Decision making involves evaluating alternatives and making choices among
them (Weiten, 1992). Those need ability to make critical reasoning before evaluating and choosing.
The necessity to have a critical thinking is demanding in the information era. In an era where
information plays a very important role as a potential asset in many aspects of life such as in making decision,
developing knowledge, raising economic growth, etc, a scholar should not only have the ability to take the
content which presents itself in abundance but also have ability to select pieces of the information by critical
reasoning to match with the purposes. The selection needs a lot of practices to make it effective. The practices,
then, will develop a skill, the skill to think critically to select valuable information for specified purposes.
Critical thinking skill is one of the priorities in the development of foreign language learners in
Indonesia. Developing critical thinking may face problems because of teacher-centered learning, rote learning
which students expected to be passive recipient of knowledge and memory-based learning are still being
practiced (Richmond, 2007). Students have less opportunity to practice analyzing critically which makes them
unable to apply their knowledge in the real contexts. Furthermore, Egege and Kutieleh (2004) noted that Asian
students are lack of critical attitude and less attention to principles of analysis and critique.
Critical thinking skill is also one of the agenda of education in polytechnic which is a career focused
applied education. Education is delivered in an environment where students receive theories and hands-on
training that enable them to more readily apply their skills. The graduates are expected to be able to fulfill
requirements from industries which will employ them. There are several skills that become the requirement such
as verbal communication, analyzing, making decision, etc. Those skills require ability of critical reasoning to
perform them. So, critical thinking is important for studying in university as well as for working, a skill that is
crucial not only for academic needs but also for professionals.
Considering those challenges, language teaching in polytechnic especially teaching English as a foreign
language in Surabaya Shipbuilding State Polytechnic needs to be adjusted. The learning of English is not merely
exploring language and developing verbal competency, but it should also give space to practice critical thinking.
Unfortunately, developing critical thinking skill is not explicitly stated in the objectives of the language
instruction. But the teachers are required to be “up-dated” towards the current condition which then they should

st
The 61 TEFLIN International Conference, UNS Solo 2014 347
make appropriate anticipation and solution to answer the challenge. Meanwhile, they still face a classic problem
of English learning in Indonesia. i.e. students’ low motivation.
Combining language learning and developing critical thinking is expected to give innovative solution in
increasing students’ learning motivation, developing language skill and generating critical thinking. Since
students’ motivation is influenced much by the teacher and classroom climate (Kikuchi, 2009), the teacher is
required to develop a teaching and learning activities to accommodate language learning objectives as well as
increasing motivation and developing critical thinking. The learning is designed to increase students’
participation which will replace teacher-centered learning to student-centered learning. Students may take
several advantages after following the session. In general, students who develop critical thinking skills are more
able to achieve better comprehension which in turn they are able to achieve better marks too, become less
dependent on teachers and textbooks, create knowledge and evaluate, challenge and change the structures in
society. Thus, the learning activity provides students opportunity to express and exchange opinions which will
improve students willingness to study and increase achievement.
The paper presents a proposal of a small-scale exploratory research on the implementation of critical
thinking exercise for students of English as a foreign language. It describes how a conducive learning
atmosphere is developed and how critical thinking is introduced. It also presents how critical thinking proceeds
in their mind after they execute some learning tasks, and discusses the results.
There are three points of rationale behind the introduction of critical thinking. First of all, the skill
encourages students to take on a more independent learning approach, where they decide on the learning goal,
consider all the assumptions, plan the steps towards the goal and considering the consequences that may arise
from the decision before taking the initiative to proceed on their own. Second, it is felt that with information
flooding from all kinds of sources, students may face difficulty to select qualified and credible information to
meet the purpose. This skill will equip students with ability to handle information by promoting and fostering
student’s ways of reasoning. Third, the practice of developing critical thinking will require students’ active
responses. This is expected to increase students’ learning motivation since they have opportunity to open
discussion and accentuate uniqueness to increase creativity.

Definitions and Aims of Critical Thinking

Wood (2002) said that critical thinking is the process of using reasoning to discern what is true, and
what is false. It is defined as examining ideas, evaluating them against what are already known and making
decisions. The aim of critical thinking is to try to maintain an ‘objective’ position. When someone thinks
critically, he weighs up all sides of an argument and evaluates its strengths and weaknesses. So, critical thinking
skill covers actively seeking all sides of an argument. Since the aim when thinking critically is to respond
objectively to what is being read or thought through, it needs to keep an open mind and be prepared to question
the author’s claims. Supporting the previous definition, Paul and Elder (2006) put the spirit of improvement in
the definition as they stated that critical thinking is the art of analyzing and evaluating thinking with a view to
improving it.
Paul and Elder (2001) mentioned several skills to make up critical thinking, namely: (1) interpretation:
the ability to comprehend information; (2) Analysis: the ability to identify the main arguments presented; (3)
Evaluation: the ability to judge whether this argument is credible and valid based on the logic and evidence
given; (4) Inference: the ability to decide what to believe or do based on solid logic, and to understand the
consequences of the decision; (5) Explanation: the ability to communicate the process of reasoning to others; and
(6) Self-Regulation: the ability to monitor one’s own thinking and correct flaws in logic.

What Skills That Employers Want?

Cited from a site of Careers and Employability from University of Kent about the skills required by
graduates, here are some important skills which are possibly related to language learning:
1. Verbal communication; that is a skill to be able to express ideas clearly and confidently in speech.
2. Analyzing & investigating; it is an ability to gather information systematically to establish facts &
principles. Problem solving
3. Initiative/self motivation; it is the skill to act on initiative, identify opportunities & proactive in putting
forward ideas & solutions
4. Written communication; that is an ability to express one-self clearly in writing.
5. Creativity; that is the skill to generate and to apply new ideas and solution.

Those skill develop what is called as employability skill. Employability skills are important skills for
getting, keeping and being successful in a job. Those are the skills and attitudes that enable employees to get
along with their colleagues, to make critical decisions, to solve problems, to develop respect and ultimately to

348 st
The 61 TEFLIN International Conference, UNS Solo 2014
become strong ambassadors for the organization. The skills are frequently referenced in the media as lacking in
school-leavers, graduates and those already in employment.

Teaching Critical Thinking

Modern education involves critical thinking; even it is regarded very important and vital. All educators
are interested in teaching critical thinking to their students. The purpose of teaching critical thinking in the
sciences or any other discipline is to improve the thinking skills of students that will lead them to succeed in the
world.
Generally, all education consists of transmitting to student two different things: (1) the subject matter or
discipline content of the course ("what to think"), and (2) the correct way to understand and evaluate this subject
matter ("how to think"). It is considered much easier to transmit the content of academic disciplines than to teach
students how to think effectively about this subject matter. This second ability is termed critical thinking
(Schafersman, 1991).
Some of the employable skills which are close to language learning are interpersonal skill,
communication skill and critical thinking skill. First, interpersonal skills are the skills to interact with other
people. Well-honed interpersonal skills allow him to empathize and build rapport with colleagues and clients.
Second, communication skill is the ability to communicate both verbally and in writing with a wide variety of
people, maintain good eye contact, write clearly and succinctly, demonstrate a varied vocabulary and tailor your
language to your audience are all essential skills that employers seek out. Third, critical thinking skills is the
ability to solve problems and make decisions that can be a huge asset to the employer and these are therefore
desirable skills to develop. So, critical thinking skill needs to be developed together with language learning
because they are dependent to each other to develop skills related to employment.

Method
Teaching critical thinking in class involves certain activities which are designed to teach students one
critical thinking skill at a time, while assignments are structured to allow students to practice each critical
thinking skill in succession. There several basic suggestions to make teaching critical thinking easier as follows
(Hofreiter, 2005):
#1: Develop a conducive situation. Teacher should be competent to remove student’s psychological barrier.
#2:Teach critical thinking explicitly. Students need explicit instruction on how to think critically.
#3: Critical thinking skills should be modeled by instructor. Modeling of these skills is a key factor in helping
students learn critical thinking. Teacher gives an example to apply skills needed in critical thinking.
#4: Use real-world examples to teach critical thinking skills in context. As language educators, teaching in
context is enabled by supported syllabus. The benefit of incorporating critical thinking into these courses is the
opportunity for students to wrestle with real conditions and decide what they should do, or response using the
logical tools they’ve learned.
#5: Begin with students’ core values, then move to information and logic. The easiest place to start is Self-
Regulation, or the identification of a students’ own values, perspectives, and biases. Suggested questions to
incorporate the skills, beginning with Self-Regulation, are given below:
9 Self-regulation: What are your initial reactions and opinions about this issue? Where do
those ideas come from?
9 Interpretation: What do you know about this topic?
9 Analysis: What are the arguments/controversies surrounding this issue?
9 Evaluation: Now that you’ve had this experience, which point of view makes more
sense?
9 Inference: What could we do about this issue?
9 Explanation: How can we communicate our conclusion and still address both sides? (Hofreiter, 2005)

Conclusion and Suggestion

The paper tries to explore the critical thinking that will be performed by a group of learners who is
studying English 2 after they are given brief training on critical thinking and open-mindedness. The innovation
of this proposal is on integrating critical thinking as one of professional skill to master into language learning.
The objectives of the program are introducing critical thinking, giving allocated time to practice and evaluating it
for improvement in the future. The teachers are required to modify the syllabus, learning material and teaching
method and assessment to meet the purpose of the program.

st
The 61 TEFLIN International Conference, UNS Solo 2014 349
References
Bradford, A. (2007) Motivational orientation in under-research FLL context: Finding from Indonesia. RELC
Journal, 38(3), 302-323
Chandra, J.S. (2004). Notions of critical thinking in Javanese, Batak Toba and Minangkabau Culture. In B.N.
Setiadi, A. Supratiknya, W.J. Lonner, & Y.H. Poortinga (Eds), Ongoing themes in psychology and
culture (online Ed.). Melbourne, FL: International association for Cross-Cultural Psychology. Retrieved
from http://www.iaccp.org.
Egege, S., & Kutieleh, S. (2004, July). Critical thinking and international students: A marriage of necessity.
Paper presented in First Year in Higher Education 2004 Conference: Dealing with Diversity. 8th Pacific
Rim Conference, Melbourne. Retrieved from http://fyhe.com.au/past_papers/papers04.htm
Elder, L. & Paul, R. (2001). Thinking to some purpose. Journal of Developmental Education, 25 (1), 40-41.
Elder, L. & Paul, R. (2006). Critical Thinking: Concepts and Tools. The Foundation for Critical Thinking.
Retrieved from http://www.criticalthinking.org/files/Concepts_Tools.pdf
Hofreiter, T.D. (2005). Empowering citizens to think critically: Teaching and evaluation strategies. (Master’s
thesis, University of Florida, Gainesville, FL, USA). Retrieved from
http://etd.fcia.edu/UF/UFE0010321/hofreiter_t.pdf
Kikuchi, K. (2009). Listening to our learners’ voice: What demotivates Japanese high school students? Language
Teaching Research, 13(4), 453-471
Richmond, J.E.D. (2007). Bringing critical thinking to the education of developing country professionals.
International Education Journal,8(1),1-29.
Schafersman, S.D. (1991). An Introduction to critical thinking, 1-13. Retrieved from
http://www.arn.org/realscience/kog1asample/kog-ct-chem-1a-sample.pdf
Weiten, W. (1992). Psychology: themes and variations. Belmont, California: Brooks/Cole Publishing Company

350 st
The 61 TEFLIN International Conference, UNS Solo 2014
 DEVELOPING SONG-BASED MATERIALS TO TEACH ENGLISH
FOR GRADE VII BASED ON CURRICULUM 2013

Primanda Dewanti
Student of English Education Graduate Program of UNS
primandadewanti@gmail.com

Abstract: It has been widely known that songs are rich sources of input for learning English. Songs as musical
genre offer a wide array of texts, which depict aspects of life. Pedagogically speaking, songs are deemed to be
motivating and easy to memorize through dynamic rhymes. In addition, songs have a considerable position in the
teaching and learning of EFL in Curriculum 2013. However, apart from the advantages of songs in EFL, teachers
have some difficulties not only in how to choose the appropriate songs, but also in how to use the song in the
classroom effectively. This article deals about an R&D research which was conducted to develop song-based
supplementary materials to teach English for grade VII. The article highlights the quality of the existing
materials and how the researcher selects and elaborates songs in some various learning activities which do not
only meet the objective of the lesson, but also create motivating situation. Theoretically, the result of the
research can give contribution to English teaching for grade VII in Indonesia. Practically, it can also give
contribution to the teachers as a teaching source, the students as a learning source, and the other researchers as a
reference.

Keywords: R&D, supplementary materials, songs, Curriculum 2013

Introduction
The current curriculum implemented in Indonesia is Curriculum 2013 (C13). In this curriculum, attitude
is part of teaching material, assessment, and evaluation. The goal of applying this curriculum is to facilitate
Indonesian people to be productive, creative, innovative, and affective through integrated attitude, skills, and
knowledge emphasis (Mulyasa, 2013: 65). In 2013, the curriculum was applied in some schools which are
appointed by the government as pilot projects. In July 2014, all junior high schools in Surakarta have to be ready
to apply it in grade VII and VIII.
“When English Rings the Bells” is a compulsory book that should be used in teaching English
(Government Regulation no. 71/ 2013). It has been revised to be “When English Rings a Bell” (WERB). The
topics in the book are taken from the students needs. There are 11 topics in the book.
The researcher found that the song in the end of each chapter in WERB was not varied. The teachers
and students believed that songs can be used to support the teaching and learning. The teachers pointed out that
most of the songs in the WERB were children songs which were studied by the students when they were in
elementary school. The fact made the students to be bored with the songs. They should find more songs which
were different from the songs in the book. They said that it was difficult for them to find songs which were
appropriate with the students’ needs and the topics in the book. They also said that the songs should be
accompanied by recording materials. Some of the teachers did not know how to sing some songs in the book.
Song can be defined as the combination between words which are called lyrics and music (Griffee,
1992, Shen, 2009, and “Song”, 2013). The lyrics in songs provide the reader with wide array of text. The text
may tell about the experience of the lyrics writer, the social condition, or some phenomena existing in human
life. Music accompanying the lyrics has variable rhymes: pop, rock, jazz, etc. The rhymes may accompany the
lyrics in harmony, so that songs are established.
Songs can be found everywhere. In the globalization era, it will be quite easy for the students to get and
listen to them. Songs can also be used to teach English effectively. In line with this idea, Maley (in Murphey,
1998: 3) states that songs and music offer two advantages related to language learning. First, music is highly
memorable. The combination between songs and music makes them more memorable than a speech does.
Second, it is highly motivating, especially for children, adolescents, and young adult learners. Songs motivate
the students, so that they will be happier in learning English than when they learn it without using songs.

Methodology
This research applied the research and development methodology or known as R & D research. Borg
and Galls (1983: 775) develop some steps in developing a product in R & D research. They are research and
information collecting, planning, developing preliminary form of product, preliminary field testing, main product
revision, main field testing, operational product revision, operational field testing, field product revision,
dissemination and implementation.

st
The 61 TEFLIN International Conference, UNS Solo 2014 351
 Sugiyono (2013: 316) makes a simplification about R&D steps into 3 steps: preliminary study,
development study, and evaluation stages. In this research, the researcher simply took the first two stages based
on some considerations.

Finding and Discussion

Exploration Stage
1) The Analysis of the Documentary Study
In conducting documentary study, the researcher followed some criteria given by Badan Standar
Nasional Pendidikan (BSNP, 2011). It proposed that some requirements of a good English textbook for junior
high school. Applying the criteria, the researcher conducted a small evaluation on the book WERB. The
researcher found that some criteria were not achieved by this book. The first criterion, for instance, which says
that it has to develop spoken and written communication. The researcher assumed that the book mostly taught
about spoken daily communication. The book needed more reading text as the characteristics of written
communication. Meanwhile, the book also did not reflect student-centered teaching and learning as what were
asked by the third criterion. The book was aimed at classroom usage; in using it the teacher’s book should also
be applied. Related to the fourth criterion, the book had no enough knowledge to share to the students. The book
had too many pictures; the vocabulary was very limited and there was no grammar section. The book also had
some songs in the end of every unit. The researcher assumed that the songs were not enough for the students
since they were not explored deeply. In this case, the researcher believed that songs could be explored to some
meaningful activities to learn English skills pleasantly. She also believed that songs could be used to raise the
students’ motivation in learning.

2) The Analysis of the Questionnaire

There were 15 questions in the student questionnaire. Seven of which were constructed to know their
opinion about the application of songs in English and a question was to know their need of the song-based
supplementary materials.
From the questionnaire, it was obtained that 80% of the students of SMP 1 agreed that they needed
song-based supplementary materials to support English lesson. Meanwhile, SMP 4 gave almost the same result.
It was found that 77% of the students agreed that they need song-based supplementary materials. Finally, SMP
12 also agreed that they need song-based supplementary materials to support English lesson. 87% of them agreed
to the idea.

3) The Analysis of the Interview

The result of the interview to 4 teachers showed that they agreed that WERB accommodated speaking
and writing; it did not accommodate listening and reading well. They said that the materials were too simple. It
was also confused since it has too many pictures in it. Related to the songs as the main focus in the interview, the
teachers said that some of the songs in the book were not interesting for the students since they learned them
already in elementary school. Besides, some songs were not in line with the theme in the book. The teachers
suggested that audio materials were needed to accompany the book since there were some songs they did not
know before.
The teachers said that songs were actually supporting materials. They agreed to the idea given by the
book that songs appeared in the end of each topic. According to them, songs could be applied everywhere, in the
beginning of the teaching, such as observation, or in the end of the teaching as a closing activity. They suggested
some activities that could be applied in the class, such as filling the lyrics with the blanks, arranging the jumbled
lyrics, finding difficult words, and practice the songs in the class.
Following the idea of the book to use songs in every single topic, they said that they need some songs
which are in line with the theme. They suggested that the songs were not some they have heard in their school
before because the fact made them bored. The songs must be varied, both the genre and the activities
accompanying them. They also said that the songs should not be too sad since they needed to keep their students’
mood as well.

4) Prototype Design
Based on the document analysis, questionnaire, and interview, the researcher finds some points which
were considered as the weaknesses of the existing materials (WERB). First, the book did not accommodate
integrated skills in English as well. Second, the book did not accommodate language elements appropriately.
Third, the songs in the book were not always in the right theme. Lastly, the book did not provide audio materials
which are important as the model of the songs. The weaknesses encouraged the researcher to propose a prototype
of supplementary materials which are song-based.

352 st
The 61 TEFLIN International Conference, UNS Solo 2014
 The researcher planned the new module by proposing the name, the model of learning strategy referring
to task-based approach, the topics and the structure of the materials.
a) Name
The name of the supplementary materials proposed by the researcher was “I Sing & I Learn”. The name
was taken based on the consideration that songs would be the main foundations of the activities. There was no a
specific skill mentioned in the name since the materials apply integrated skills.
b) Model
The model was the section part of all units in the supplementary materials. Since it was considered that
the materials would take 40 minutes in a set of steps in scientific approach, the researcher determined 3 activities
in each unit, namely: Activity 1, Activity 2, and Challenge for You.
Activity 1 introduced the songs accompanied by a single activity: listening, reading, or practicing.
Meanwhile, Activity 2 gave a further activity employing the song whether it is for vocabulary, pronunciation, or
grammar. Lastly, Challenge for You was functioned as the most challenging activity in the unit.
c) The topics
Based on the syllabus analysis conducted by the researcher, there were 23 topics which were developed
to be 23 songs related to them. The researcher then arranged the learning materials based on the result of the data
analysis. The topics were then developed into the unit names which were considered by the title of the songs.
d) Structure
Here was the structure of the prototype of the song-based supplementary materials: (1) title: I Sing & I
Learn, (2) preface, (3) acknowledgement, (4) how to use the book, (5) table of contents, (6) unit 1-23, and (7)
references.
e) Prototyping Each Unit
The title of each unit was based on the title of the song used in the unit. The stage was one of five stages
in Scientific Approach: observing, questioning, experimenting, associating, and communicating. The language
skill being the focus of each unit was also stated in the beginning, next to the stage. The skill was one of the
language skills: listening, speaking, reading, and writing. The language element was one of the following
elements: vocabulary, pronunciation, and grammar.

Development Stage
1) Expert validation
After the prototype of the product had been developed, it was then validated by two experts of
Curriculum 2013. The experts suggested that the prototype should be completed with preface, acknowledgement,
and teacher’s guide. They also added that the exercises should be easily understood by the students. Also, the
font, tables, and pictures should be interesting.
2) Try Out
After the supplementary materials are validated by the experts, they were tried out in classroom
teaching and learning process. A collaborator was also invited to observe the try out. She was the English teacher
of the class. After the try out, the researcher collected data from the students through questionnaires.
3) Focus Group Discussion (FGD)
FGD were held to discuss about the materials’ feasibility. An expert, the class observer/teacher, and
three students were invited to discuss about the materials. There were revision on the lay out and some pictures
in the book.
The researcher provided song-based supplementary materials entitled “I Sing & I Learn” for grade VII
to help and accommodate teachers and students in the process of teaching and learning in the class. It was
developed based on the weaknesses of WERB which were found in content and need analysis.
“I Sing & I Learn” was developed by the consideration of the textbook analysis instrument issued by
BSNP (2011). They are content and presentation appropriateness. Content considered about the appropriateness
of the materials with the curriculum, the materials accurateness, and the supporting materials, while presentation
appropriateness validates the presentation technique, learning presentation, and presentation
“I Sing & I Learn” was designed to supplement a single step in Scientific Approach. Scientific
Approach is the procedure in the teaching and learning activity applied in all subjects in Curriculum 2013.

Conclusion
Procedure on the Product Development
1) The document analysis to WERB showed that it mostly taught about daily communication and needed more
reading text. Also, it had too many pictures. Finally, the song in the end of each unit in WERB was not
enough for the students.
2) Students agreed for the development of song-based supplementary materials.

st
The 61 TEFLIN International Conference, UNS Solo 2014 353
3) The result of the interview to the teachers showed that WERB was too simple and full of pictures. Some
songs were not in line with the topics in the book and they need audio materials about songs.
4) The newly developed materials consisted of 23 units which titles were taken from the songs titles. The
materials were in the form of book accompanied by the CD of songs and Teacher’s Guide.
5) The product was tried out and discussed in FGD. The revision is on the lay out and pictures of the book.

The Appropriateness of the Module

The expert appraisal before the materials were tried out showed that the content and presentation of the
tasks were good. The result of the observation also approved the materials. In FGD, it was concluded that the
materials were helpful and provided motivating atmosphere among the students.

Suggestion
English teachers at Junior High Schools may use the song-based supplementary materials to support the
use of WERB at schools. The materials can also improve students’ motivation. As a result, they may improve
their achievement and be qualified people in the future.

Bibliography
BSNP (2011). Instrumen Penilaian Buku Teks Pelajaran Tahun 2011. Retrieved from http://bsnp-
indonesia.org/id/?p=734
Griffe, D. T. (1992). Songs in Action. New York: Prentice Hall International.
Hancock, M. (2000). Singing Grammar. Cambridge: Cambridge University Press.
Kementrian Pendidikan dan Kebudayaan (2013) When English Rings a Bell. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
Mulyasa, E (2013). Pengembangan dan Implementasi Kurikulum 213. Bandung: PT. Remaja Rosdakarya.
Murphey, T. (1998). Music and Song. Oxford: Oxford University Press.
Peraturan Menteri Pendidikan dan Kebudayaan Repubik Indonesia Nomor 71 Tahun 2003 Tentang Buku Teks
Pelajaran dan Buku Panduan Guru untuk Pendidikan Dasar dan Menengah.
Shen, C. (2009). Using English Songs: an Enjoyable and Effective Approach to ELT. Retrieved from
www.ccsenet.org/journal.html
Song (2014). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Song.
Sugiyono (2013) Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Tomlinson, B (2012). Materials Development for Language Learning and Teaching. Cambridge Journal.
Retrieved from http://journal.cambrigde.org

354 st
The 61 TEFLIN International Conference, UNS Solo 2014
 SEMI-STRUCTURED SPEAKING GAMES AND MATERIALS
TO DEVELOP YOUNG LEARNERS’ AUTOMATICITY AND FLUENCY

Rani Yusnita
Universitas Negeri Malang
Jl. Semarang 5 Malang 65145, Indonesia
raniyusnita22112004@gmail.com

Abstract: Communication is the main goal of learning a foreign language. It includes asking and answering
questions which require interactive activity among the speakers. Szpotowicz (2012:141-166) in her study
Researching Oral Production Skills of Young Learners stated that children are still developing their lexical and
grammatical knowledge of language. They accept utterances in foreign language as an ‘unanalysed chunks’. Her
research on whether the fourth year of primary school students in Poland are ready to involve in conversation
using English revealed that all of the children were able to fulfill the ‘answering question’ task successfully, but
not for asking question part. Student’s motivation also proved to bring impacts on the number of words
produced. However, many teachers sometimes are not sure which of speaking activities suitable for their young
learners. As mentioned by Pinter (2006:56-59) that interactive tasks require careful selection and preparation.
Therefore, the writer intends to propose speaking materials for young learners which include semi-structured
speaking games and public speaking programs. It comprises asking and answering questions, describing things
and explaining procedures which are expected to gradually develop young learners’ automaticity and fluency in
speaking English as a foreign language.

Keywords: material development, speaking skills, young learners

Communication is the main goal of learning a foreign language. It includes asking and answering
questions which require interactive activity among the speakers. Szpotowicz (2012:141-166) in her study
Researching Oral Production Skills of Young Learners stated that children are facing some challenges when
learning a foreign language. Teachers are also encountering some problems related with how to design and
conduct appropriate activities for their young learners to communicate in a foreign language. This paper propose
alternative activities in teaching English interactive tasks for young learners which may help teachers to enlarge
the possible ways in developing their young learners’ automaticity and fluency.

Communicative language ability

There are two major challenges faced by young learners when they learn to communicate in a foreign
language. First, that they are still developing their lexical and grammatical knowledge due to the limited
exposure of the foreign language both in and outside the school. Second, young learners are also still developing
the awareness of their utterance’s clarity to other people, and also learning how to ask for clarification itself
(Cameron, 2001:52). Nevertheles, parents and also the school curriculum itself somehow ‘demand’ young
learners to be able to communicate (both in oral and written) using the foreign language they are learning.
According to Bachman and Palmer (2010:44), there are two components for language ability, namely
language competence and strategic competence. Language competence refers to the existing organizational
knowledge in language users’ mind.Young learners’ language competence is restricted to individual lexical
items which represent all the language knowledge they have at certain time. Strategic competence refers to
higher-order metacognitive strategies that provide a management function of the language use. The integration of
topical knowledge, affective schemata, language competence and strategic competence is essential for the
language users to create and to interprete discourse in appropriate ways. Dealing with young learners, age-
appropriate interactive tasks are relevant to provide evidence of their emerging language ability.

Interactive speaking tasks

Real, authentic language which closely linked to the classroom experience is an essential aspect to be
included when we deal with speaking tasks for young learners. As noted by Cameron (2001:31), there are four
aspects should be considered when design classroom tasks for children learning a foreign language. The tasks
should (a) have some coherence and unity for the learners, (b) have meaning and purpose, (c) have a beginning
and end, and, (d) involve learners actively. Moreover, McKay (2006:186) suggested that some visual support
such as pictures, objects or body language to be provided to make the tasks appropriate and useful for the
children. Tuning-in activities are to be included to make the children build awareness on the language to be
used. Structured tasks which are closely supported by the adult are also more assessible for children. Simple

st
The 61 TEFLIN International Conference, UNS Solo 2014 355
question-and-answer tasks, oral interviews, mini-dialogues and role play, and oral information gap tasks are
examples of activity suitable for speech tasks for children which can be used as both games in the classroom and
also for assessment purposes. Teacher can select some of children’s audio-recorded performance to be analysed.

Teaching children to speak

Teaching speaking of a foreign language to young learners is certainly challenging for teachers due to
some reasons. First, children need extensive reinforcement to develop their oral skills, while often this is not
sufficiently fulfilled only from the interaction at school. Second, while learning to communicate using the
foreign language, at the same time children are also still developing their communicative skills in their mother
tongue. As therefore mentioned by Pinter(2006:56-59) that interactive tasks require careful selection and
preparation. Teacher’s perspective, the needs to expand children’s lexical knowledge, finding the right time to
introduce more interactive activities, and how to increase learners’ interest in participating in meaningful
communicative tasks are challenges to be faced by young learners’ teachers. They also need to understand the
stages of development of their learners.

Piaget’s stages of development

According to Piaget’s stages of development as cited in Pinter (2011:9), there are four different stages
in which children go through dealing with their thinking skills. Each stages reveals specific characteristics as
follows:
x Stage 1 (0-2 years old): sensori-motor stage; repetitive motor habits, goal-oriented behaviour, active
curiousity, imitation, object permanence.
x Stage 2 (2-7 years old): pre-operational stage; animism, egocentrism, centration. Children on this stage
enjoy and would effectively participate in simple repetitive games or activities where the same scenario is
acted out over and over again. Moreover, due to their centration matter, they then can focus only on one
aspect of the task at a time.
x Stage 3 (7-11 years old): concrete operational stage; operational thought, using analogy competently, full
emergence of symbolic thought, reversibility and conservation, appreciating causality, development of
hierarchical classification, de-centration, a gradual loss of/decline in egocentricity, relational logic. Children
on this stage are developing and improving their spatial awareness, i.e. understanding of distance, maps and
direction. Their social skills are also developing which enable them to start to work in pairs or groups. These
children can answer questions and discuss problems merely on concrete examples and objects in real life.
x Stage 4 (11-12 years old and beyond): formal operational stage; formal operational thought, hypothetico-
deductive reasoning, thinking like a scientist, rational, systematic and abstract thinking. Children on this
stage can discuss and evaluate problems without refering to the real world due to the condition that they
have developed their abstract thinking skills. Usually these children enjoy in generating creative ideas.

Total Physical Response (TPR)

Dealing with principles how children learning their first language is closely related to Asher’s Total
Physical Response (TPR) theory. Asher, as noted by Browns (2007:30), mentioned that children do alot of
listening before they speak, and that the listening activity is accompanied by physical response (reaching,
grabbing, moving, looking, etc.). Asher also emphasized that learning language for children is supposed to be
stress-free, where learners would not feel overly self-conscious and defensive. TPR correlates with a great deal
of listening and acting, and emphasized on the imperative form where no verbal response was necessary. TPR
therefore was especially effective in the beginning levels of language proficiency.

Behaviourism theory
One of the theories related to how children acquire their first language is behaviourism proposed by
Skinner. He explained, as mentioned in Lightbown and Spada (2011:10), that when children imitated the
language produced by those around them, they got positive reinforcement (in the form of praise or successful
communication). This would then encourage them to continue imitating and practicing the sounds and patterns
until they formed habits of using the correct language. Therefore, sufficient quantity and quality of the language
added with consistent reinforcement in the environment would be expected to shape children’s language
behaviour. Teachers or adults should put the imitation and practice as the primary processes in language
development of the children.

Principles of teaching children

Brown (2007:101-104) proposed some guidance dealing with teaching young learners. Teachers should
use authentic meaningful language,meaning that it should centered on the here-and-now, functional purpose of
language. Due to the short attention spans of young learners for something boring, useless or too difficult

356 st
The 61 TEFLIN International Conference, UNS Solo 2014
materials or activities require teachers to create interesting, fun and meaningful activities for the children.
Another specific characteristics with young learners is that they like animated, lively and enthusiastic activities
with a sense of humor along. They need to have all five senses stimulated which can be fulfilled with physical
activity, hands-on activities, sensory aids and also non-verbal language. Brown also emphasized that teachers
should elicit as much oral participation as possible to build the children’s self-esteem.

Principles of teaching speaking to children

Another valuable guideliness related to teaching speaking to children was proposed by Paul (2003:76-
81). He mentioned some strategies teachers need to focus on to prepare children to communicate in English.
First, teachers should introduce and practice patterns of language which are meaningful for children. Second,
teachers should practice new patterns in combination with old patterns that the children have learnt to make them
internalized it more easily. Third, teachers should give children opportunities to guess how to use patterns
flexibly in different situations. Fourth, teachers should give children confidence to speak out in front of others by
talking independently with other individual and to the whole class. Lastly, teachers should focus on the questions
forms of new patterns so the children can ask about things they do not know.

Semi-structured speaking activities for young learners

By developing and conducting appropriate speaking activities for young learners, it is expected that
they would gain automaticity and fluency when using English language in their speaking, especially related to
simple asking and answering questions, describing something and explaining simple procedures. Brown
(2007:64) defined automaticity as learning and using the language without even thinking about them. This
condition can be achieved through an inductive process of exposure to language input and opportunity to
experiment with output. While Nation and Newton (2009:151) refering the nature of fluency as if when the
learners take part in meaning-focused activity with speed and ease without holding up the flow of talk. This
involves gaining repeated practice on the same material and using the known item in a wide variety of contexts
and situations. Below are some examples of the speaking activities:
1. Throw the ball game
Learning objective: students are able to ask and answer questions using simple Wh-question types.
How to play: Teacher and students stand up in a circle form facing inside. Teacher models the new pattern of
the language first then throw the ball to one student and ask question using certain Wh- question. The student
has to answer the teacher’s question then throws the ball to other student and asks using the modeled pattern.
The activity goes on until the last students throws the ball back to the teacher and ask the question.
2. Hachi pachi game
Learning objective: students are able to ask and answer questions using simple Wh-question types.
How to play: Teacher and students set some chairs in circle or oval shape, the number of which are one less
than the number of students. One student is to be excluded for a while from the group to be ‘the guesser’
while the rest of the group sit on the chair and secretly decide who will be the ‘hachi pachi’ person. The
‘guesser’ then has to ask the group one by one using Wh- questions. When the ‘hachi pachi’ child is
appointed he/she has to say “Hachi pachi” as a sign for the others to move to other chair. The one who miss
the chair will be the next ‘guesser’.
3. I Spy game
Learning objective: students are able to give and to ask simple information.
How to play: One student stand in front of his/her classmates while the others have to sit down and facing to
the opposite direction from him/her. The student is given a moment to observe the class and choose
something or someone to be talked about. He/she then say the sentence “I spy with my eyes
something/someone with .......”, refering to specific characteristic of the object. The other students have to
observe their surrounding and try to guess what/who it is. They can ask questions too to gain more
information. The one who can answer correctly can be the next ‘spier’.
4. Public speaking program
Learning objective: students are able to give simple information on procedure and descriptive.
How to run the program: Teacher discusses with the students on what topics they want to choose for the
public speaking program, e.g. art and craft, experiment, news, magic trick, story telling, poem, etc. Teacher
then make a table for each students containing their names and options of the program as the example shown
below:
Year 4 – Public Speaking Program
Name:
art and craft experiment news magic trick
story telling poem joke free choice

st
The 61 TEFLIN International Conference, UNS Solo 2014 357
 Each student has freedom to choose which of the topic he/she wants to perform first. The students have one
week to prepare and to practice at home on their speaking. Teacher makes the schedule on when the students
will perform, preferably two or three students every day, depending on the number of the students. The
audience can ask questions and give comments on the performance.

Conclusion
Teaching speaking in English for young learners require many considerations including the learners’
stages of development, theories and principles of teaching and learning a language for children, and especially
principles of teaching speaking for children. Above all, teachers need to apply appropriate interactive speaking
tasks and activities for their young learners. Repetitive and fun meaningful activities need to be sufficiently
exposed to children to gradually shape their language behaviour as children see the langage patterns as
unanalysed formulaic chunks. Hopefully by regularly experiencing the interactive semi-structured speaking
activities proposed by the writer will enhance the children’s automaticity and fluency in producing the oral
language in English.

References
Bachman, L.F. and Palmer, A. 2010. Language Assessment in Practice. Oxford: Oxford University Press.
Brown, H.D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains:
Pearson Education.
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Lightbown, P.M. and Spada, N. 2011. How Languages Are Learned. Oxford: Oxford University Press.
McKay, P. 2006. Assessing Young Language Learners. Cambridge: Cambridge University Press.
Nation, I.S.P. and Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New York: Routledge.
Paul, D. 2003. Teaching English to Children in Asia. Quarry Bay: Longman Asia ELT.
Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press.
Pinter, A. 2011. Children Learning Second Languages. New York: Palgrave Macmillan.
Szpotowicz, M. 2012. Researching Oral Production Skills of Young Learners. C.E.P.S Journal, vol.2, no.3.

Biodata
Rani Yusnita previously ever worked as a radio announcer, an English instructor for children and adults, and
also as a kindergarten and an elementary school teacher in a bilingual school before she proceed her study in
graduate program of English Language Teaching, State University of Malang in 2013. She ever attended the IB
Asia Pacific Annual Conference in 2011, the National Seminar on Classroom Action Research in 2013, and also
NELTAL Conference in 2014. Her interest is on researchs dealing with teaching English as ESL/EFL for young
learners.

358 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE USE OF TEXTBOOK IN TEACHING AND LEARNING PROCESS
(A Case Study of Two EYL Teachers)

Riana Herlinda
Indonesia University of Education
riana.herlinda@yahoo.co.id

Abstract: The ease provided by the ready-made textbooks left a backwash effect for the world of teaching.
Therefore, any teacher using any textbook will have to adapt the textbooks since there is almost no textbook that
is definitely suitable for all teachers and students. This case study examined the teacher’s perspectives towards
the role of textbooks and their strategy in using the textbook in the practice. Two EYL teachers of state
elementary school and the non-formal school were involved in the study. Observations, questionnaire and
interview were used as the instrument. The study reveals that both of the teachers have the same perspectives
toward the roles of textbooks. The teachers agree that the textbook has fundamental role in teaching, especially
in providing the material for the students. In practice, the study shows that both of the teachers adapt and adjust
textbooks in different level. This difference however is determined by the teachers’ background, knowledge, and
their attitude in learning. It is expected that more in depth studies will follow to give the better understanding
about the teachers’ strategies in using textbooks.

Keywords: The Use of Textbooks, Textbooks

Introduction
Textbook use has become one of the fundamental aspects for English language teaching (Moulton,
1994; Cunningsworth, 1995; Kitao, 1997; Hinchman, 2002; Cheng, 2011). Many teachers in ESL/EFL
classrooms and programs use textbook as the instruction materials. As Hutchinson and Torres (1994) suggest
“...no teaching-learning situation, it seems, is complete until it has its relevant textbook” (p.315).
In practice, the use of textbooks is known to give benefit for both teachers and students (Hutchinson and
Torres, 1994). For the teachers, textbook facilitates them in giving direction to lessons, guides them for
discussion, and facilitates them in giving homework. On the students’ side, textbook is a guide in helping them
organizing their learning both inside and outside the classroom, studying on their own, doing homework, and
preparing for the test.
However, the overuse of textbooks also gives some disadvantages (Tomlinson, 1998). When teachers
have exposed the textbooks as their sole guide for preparing lessons, teachers and students have little control in
the teaching and learning process (McGrath, 2002; Little john in Maila 2008). As stated by Hutchinson and
Torres (1994), the more explicit instructions in a textbook, the more it is likely to be a script, and the less appears
for the teacher to decide and work out.
Most schools or language programs in Indonesia rely on textbook for teaching English to their students
(Malia, 2008). As supported by Puspandari (2008), in making the lesson plan, the materials used by the teachers
are totally adapted from the textbook.
However, there is almost no textbook that is definitely suitable for all teachers and students (Tomlinson,
1998; Richards, 2001). At the end, the only person who really knows how the students will learn a particular
skill or knowledge best is their own teacher (Lewis and Hiils, 1995). Therefore, any teacher uses any textbook
will have to adapt it for the success of teaching and learning process.
Numerous previous studies have been conducted on teacher’s use of textbook in the classroom (Multon,
1994; Skowronski, 2000; Hinchman, 2002; Cheng, 2011). However, only limited literature on the use of
textbook involving teachers from different background and experience is available.
Based on the explanations above, this study is conducted to answer two research questions: (1) What are
the roles of textbooks based on the teacher’s perspective? (2) How do the teachers use textbooks in the
classroom instruction? The results of the study are expected to give significant contribution in giving useful
information about the roles of textbooks for the teachers and how they use textbooks in the practice.

Theoretical Framework
1. The Role of Textbook
Textbook is one of the important components in most language programs (Skowronski, 2000 and
Hinchman, 2002). Textbooks in the teaching and learning process might function as the main language input that
is received by the students or as the media for the students to have language practice (Tomlinson, 1998).
Tomlinson (1998) and Cunningsworth (1995) summarize the role of the textbook in language teaching as

st
The 61 TEFLIN International Conference, UNS Solo 2014 359
resources for presentation material (spoken and written); resources of activities for learners practice and
communicative interactions; references source for learners in grammar, vocabulary, pronunciation, etc; resources
of simulation and ideas for classroom activities, and as a syllabus.

2. The Use of Textbook

In practice, there is no single textbook which can suit the learning needs of all students (Hutchinson &
Torres, 1994). Tomlinson (1998) explains in choosing a textbook, teachers need to take into account the abilities,
needs and interests of their students, as well as the quality of the book. Based on him, teachers should note the
extent to which textbooks need to be adapted and combined with the additional material.
Many commercial textbooks available at the market might contain excellent ideas; however it still needs
adaptation from the teachers, since teacher’s influences to the success of learning are identified more than that of
the textbook itself (Jacobs and Jessica, 1996; O’Neil in Hsin, 2000; Maila, 2008). The variety in adapting the
materials in the textbook as cited in Tomlinson (1998); McGrath (2002); and Harmer (2007) include omission
(leaving out things that considered inappropriate), addition (in the form of texts or exercise material), reduction
(shortening an activity to give it less weight), extension (lengthening the activity in order to give additional
dimension), rewriting/modification (rewriting material, especially exercise material), replacement (replacing text
or exercise material which is considered inadequate), re-ordering (arranging different course), and branching
(adding some options to the existing activity).

Research Methodology
This research is a case study involving two EFL teachers with different background and teaching
experience. This study was conducted in two different research sites which are the state elementary school and
an English course located in Bandung to compare and contrast how the teachers who teach at the formal school
and non-formal view the roles of textbook and investigate their strategy in using the book in practice.
To obtain the data, the researcher utilized three techniques of data collections including observation,
questionnaire, and interview.

Data Presentation and Discussion

1. The roles of textbooks based on the teacher’s perspective
From questionnaire of the two teachers, it is revealed that the teachers have the same perspective
towards the roles of textbooks in teaching as proposed by Cunningsworth (1995) and Tomlinson (1998). Both of
the teachers agree that textbook provides a variety of learning resources both for written and spoken material,
provides activities for learners to practice the language, provides the source for learners in grammar, vocabulary,
pronunciation, and provides idea in arranging the lesson plan, provides guidance in giving homework to their
students and helps them to standardize the instruction. However, both teacher A and teacher B do not see
textbooks as a syllabus since teacher A prefers to use national syllabus and teacher B prefers to use institutional
syllabus provided by the institution.
Teachers’ perspectives towards the textbook can lead us to the teachers’ possible tendency in using
textbook as stated by Maxwell in Kurniati (2008) that teacher’s understanding influence their behavior and their
teaching performance.
From the observation and the interview, it is revealed that both of the teachers use more than one
textbook as their references in presenting the materials to the students. The consideration of choosing the
textbooks and other additional materials is the availability of the sources for learners in learning grammar,
vocabulary, pronunciation, etc. In this case, it is coherent to Richard’s statement (2001) saying that textbooks
can provide support for teachers whose first language is not English and who may not be able to generate
accurate language input on their own.
Unlike teacher A, teacher B in this study also use additional materials from the internet or authentic
materials since some of the textbooks do not facilitate students with natural language. As proposed by Richard
(2001) that Textbooks sometimes present inauthentic language since texts, dialogs and other aspects of content
tend to be specially written to incorporate teaching points and are often not representative of real language use.
However, although both of the teachers agree that authentic material is beneficial for the students, they both
think that it is not easy to find the appropriate authentic materials for the students.

2. Teachers’ use of textbooks in the classroom instruction.

The findings of the research also show that the two teachers in this study performed different types of
adaptation and modification in using the textbook. Based on the observation, it is revealed that teacher A was
more reliance in using the textbooks than teacher B. She rarely skipped the materials in the textbooks and tended
to move from one section to another orderly and asked the students to answer questions in the book in turn.

360 st
The 61 TEFLIN International Conference, UNS Solo 2014
 On the other side, teacher B used the textbooks to give her idea in developing the learning sequence for
the students and to give her overview about the materials that will be covered in a whole program. However, in
the interview, teacher B admitted that she still needs to do some adaptation by re-ordering the materials or the
topic to make it more systematic for the students.
The findings of the study show that teacher B made the most adaptation to the use of textbook in the
form of reconstructing the contents, adding, deleting or omitting some materials, re-organizing the sequence
provided in the textbooks, and modifying the task. Meanwhile teacher A made adaptation only in the level of
rewriting content of the language focus and modifying the task. According to Moulton (1994), dependency
among teachers on the textbook may caused by lack of experience of teaching, in line with that Kitao (1997)
states that the more experienced the teachers, the less they bounded to the use of textbooks.
On the contrary, the findings of research show that lack and length of experiences do not always define
the teacher’s reliance on the textbooks. The findings of the study indicate that teacher A who has been teaching
for more than 10 years showed her strong reliance to the textbooks. Meanwhile teacher B who is considered as a
less experienced teacher based on the length of teaching is more independent in creating and developing the
lesson. From this fact we can conclude that the adaptation of how to use the textbook by the teacher is not only
determined by the teacher’s experience, but also by their background and knowledge.
The attitude shown by teacher B in using the textbook may also affected by her flexibility in teaching.
From the observation, teacher B seems to be very flexible in teaching. She willingly initiated some changes if the
students reported difficulty they faced during the lesson. Based on the findings, there are some reasons chosen by
the teachers in doing adaptation of textbooks. The adaptation is usually done by the teachers when they have
different priorities from the textbook writer, do not have enough time to get through the activity in the way the
writer has design the task, want to focus on different skill, or when the materials or the language level is too little
or too much for the students.

Conclusion
The findings of the study indicate that both of the respondents agree that textbook gives many benefits
both for the students and the teachers. However, the respondents do not see the textbooks functioned as a
syllabus in teaching and learning process.
The findings of the study also reveal that both of the teachers use different approach in doing adaptation
to the textbooks. However, from the analysis the research shows that the lack and length of experiences do not
always define the teacher’s reliance on the textbook, since it is also determined by their background, their
knowledge, and their attitude in learning.
The analysis also shows that teachers’ consideration in adapting the book is underlined by some factors.
Some of the reasons underlying the teachers to do adaptation are: the teacher in this study have different
priorities from the textbook writer, they do not have enough time to get through the activity in the textbook, they
want to focus on different skill, the materials feature is too little or too much variety, and the level of English
required by the book for some skill is too high for the students.
The results of the study are expected to give significant contribution in giving useful information
especially for the teachers and books authors to use and develop textbooks. In addition to that, it is hoped that
more in depth studies will follow which may contribute to a better understanding of this concept.

Bibliography
Cheng, W. W. (2011). Thinking of the textbook in the ESL/EFL classroom. English Language Teaching. 2 (4),
p. 254-256.
Cunningsworth, A. (1995). Evaluation and research design: Choosing materials. London: Heinemann Education
Books Ltd.
Hinchman, K. A. (2002). How teachers use the textbook: Lessons from three secondary school classrooms.
English Language Teaching Journal. 48 (2), p. 304-315.
Hsin, T. Y. (2000). The creative use of language textbook. Rationale and recommendation. Hwa Kang Journal
of TEFL. 6 (3), p 1-16.
Hutchinson, T. and Torres, E. (1994). The textbook as agent of change. English Language Teaching Journal. 48
(2), p. 315-328.
Jacobs, G. M. and Jessica, B. (1996). An investigation of a structure of group activities in ELT course books.
English Language Teaching Journal, 50, pp. 99-126.
Kitao, K. (1997). Selecting and developing teaching learning materials. The Internet TESL Journal IV.
Kurniati, N. (2006). Teachers’r use of textbooks in teaching and learning process. UPI: Unpublished Paper.
Lewis, M & Hills, J. (1985). Practical techniques for language teaching. London: Language Teaching
Publication
Malia, E. (2008). The use of textbooks materials in teaching English to young learners. UPI: Unpublished Paper.

st
The 61 TEFLIN International Conference, UNS Solo 2014 361
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University
Press.
Moulton, J. (1994) How do teachers use textbooks and other print Materials for improving educational quality.
English Language Teaching. 4 (4).
Puspandari, N. W. (2008). Lesson plan analysis from the constraction to the implementation. UPI: Unpublished
Paper.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Press Syndicate of the
University of Cambridge.
Skowronski, K. (2000). Textbooks use and classroom practices: A close look at one classroom. English
Language Teaching Journal. 2 (2), p 546-575.
Tomlinson, B. (1998). Materials development in language teaching. United Kingdom: Cambridge University
Press.

362 st
The 61 TEFLIN International Conference, UNS Solo 2014
 CRITICAL ANALYSIS OF A UNIT OF A TEXTBOOK
USING CRITICAL APPLIED LINGUISTICS
AND CRITICAL DISCOURSE ANALYSIS

Rina Agustina
English Education Department, Faculty of Teacher Training and Education
The University of Muhammadiyah Purwokerto

Book:
Richards, J.C. (2005). New Interchange 3A: English for International Communication.
Cambridge: Cambridge University Press
Unit to be analysed : Unit 3 Could you do me a favor?

Abstract: New Interchange 3 (Richards, 2005) is one of textbooks used for English language teaching and
learning (ELT), which covers English macro skills and language aspects. However, a question of appropriateness
for ELT is raised. In order to answer this question, a unit is analysed by using aspects of Critical Applied
Linguistics (CAL) and Critical Discourse Analysis (CDA). The analysis results reveal that CAL encourages the
use of local context to anticipate learners’ constraints and CDA suggests that hidden messages implied in the
texts and dialogues contain good moral values that should be taught to learners.

Keywords: textbook, critical applied linguistics, critical discourse analysis, local context, hidden messages

Textbooks have been very important learning materials for both teachers and learners. English language
teaching and learning (ELT) need textbooks for accompanying teachers and learners. New Interchange 3
(Richards, 1998; Richards, 2005) is a textbook which consists of two books, i.e., teacher’s book and student’s
book. The teacher’s book is the guidance for teachers to use student’s book as the latter one has various kinds of
practices.
To ensure that this book is appropriate for ELT, a unit is chosen to be evaluated from the perspectives
of Critical Applied Linguistics (CAL) and Critical Discourse Analysis (CDA). Unlike curriculum analysis,
textbook analysis has shifted from linguistics perspectives into applied linguistics perspectives. CAL looks at
more on applied linguistic than linguistic as it sees social context embedded in the textbook. In other words,
CAL focuses on foreign and second language learning and teaching as well as puts less close analysis to
psycholinguistic and linguistic elements (Davies, 1999; Pennycook, 2001).
Further, CAL also suggests teachers not to be a textbook person (bookish) but rather teach learners by
the context surrounding the language acquisition (Davies, 1999). For example, teaching asking an apology
should be based on the context of the conversation. How an apology to be expressed should be underlined as
various ways can be applied so that learners will learn various ways of telling someone how to say sorry.
On the other hand, Critical Discourse Analysis (CDA) highlights that communication is important in
the social world. This statement means that CDA emphasises language acquisition through social interaction, i.e.
to use the language communicatively both in the oral and written form (Pennycook, 2001).
Generally, the local context to use the textbook would be teaching English as a foreign language (EFL),
which is: (1) teaching skills-based courses, integrative speaking and listening for young adult learners, aged
between 17 until 20 years old, (2) the learners are the first semester learners at a private university in Indonesia,
and (3) their proficiency levels are varied from intermediate to high intermediate. Two learning objectives in the
syllabus of the course are: (1) to give learners understanding of how and when to use various language functions
and (2) to be able to use them for communication. The main reason for selecting New Interchange, particularly,
the third chapter of the textbook is it represents those aforementioned objectives for teaching and learning
English, which meet the current curriculum used in that private university.
Shortly, this book aims at teaching English for communication based on several aspects like the
situation and purpose of communication as well as the involvement of speakers and listeners in the
communication.

Critical Applied Linguistics

There are several points that are going to be used to analyse the New Interchange 3A, which are scope
and coverage, relation between theory and practice, being critical, micro and macro relations, critical social
inquiry, critical theory, problematising givens, self-reflexive and preferred futures (Pennycook, 2001).

st
The 61 TEFLIN International Conference, UNS Solo 2014 363
 The scope and coverage of the third unit of the book, Could you do me a favor, focuses on register or
language function of how asking a favor, for example, borrowing a friend’s car, asking a friend to lend you some
money, and asking to give a message to your friend. This unit explains language functions of favours people
dislike being asked, for instance, Could you lend me some money? or Could you let me stay at your home for a
while? (p.1).
Furthermore, it relates to what kinds of language functions people used to ask a favour and what sorts
of language used they to response, which relate to the degree of formality and informality of a language.
Therefore, the next point in the unit is presenting several grammar points, which underline (1) the use of modals
and if clause for asking a request and which expressions are appropriate for formal and informal situations, and
(2) indirect requests, for example, Could you ask Jeff if he can drive us to Tony’s party?
Indeed, the scope and coverage of the book is sufficient for intermediate until high intermediate
learners. The topics of asking favours of people hated being asked for are good and relate to real context,
however, several topics may not be fitted into the learners’ situations in a suburban university in Indonesia, such
as asking to borrow a friend’s car, asking a friend to drive you to the airport, asking a friend’s help to move into
an apartment, and leaving a message to your friend. These topics are not real for Indonesian learners since not
all of Indonesians have cars and know how to drive a car (note: different social status). Also airports are only
built in major cities in Indonesia. Most of Indonesian learners have not seen an airport or even have flown in an
airplane (note: it is a small city in Central Java Province, which is 5 until 6 hours drive from Jakarta). Leaving a
message to a friend is also uncommon as Indonesians usually just say I call back later rather than I leave a
message for Jack.
Moreover, there is a strong connection between theory and practice of the textbook, in which it
employs Communicative Language Teaching (CLT) for each activity in the book. CLT promotes communicative
competence, in which learners should be able to use the language communicatively. Further, the four
competencies are also promoted in CLT, grammatical competence, discourse competence, strategic competence
and sociolinguistic (sociocultural) competence (Savignon, 1997). However, CLT does not only engage learners
to use language for spoken communication but also introduce learners to do writing activities, like online
discussion or writing short outcomes after a small group discussion.
In addition, there are plenty of examples which implement CLT in the textbook, namely, (1) group
work activity to make requests and practise to sound those requests in the group (p 16), (2) individual and pair
work in the writing activity, in which a learners writes some favours to a friend and then exchange the written
note with a classmate (p 16), (3) role play in the speaking activity, (4) grammar focus activity, learners make
some indirect requests and practise them in a group of threes. Furthermore, learners write another five indirect
requests and go around the class to practise those requests (p 18), (5) the last activity in the unit is group work
discussion after reading a passage entitled Yes or No? (p 19).
The next element is being critical, in which this unit presents several social values such as social and
cultural backgrounds of learners are being evaluated. The use of New Interchange is good since it includes
people and cultures from other countries. However, in my context learners who come from low income family
may feel offended of some topics like borrowing a video camera (p 14) and partying (p 18) as their life is
difficult and they can not afford to buy a video camera and go to a party and brings a present to the party.
Cultural difference is also a big issue when it is not appropriate to open a present in front of the giver in
Indonesia, which is common in Western countries like Australia and the USA. Moreover, the majority of
Indonesians are Muslim, so they do not respect spendthrift ways of life like partying as well as food and drink
are taken into account because of religious faith.
Micro and macro relations between the book and learners are further analysed from the context of
usage in the classroom to social, cultural and political issues like gender and sexuality (Pennycook, 2001).
Gender and sexuality are considered since equality has been a big issue, but most of Indonesians have strong
traditional beliefs that a woman should stay at home and do all the houseworks like cleaning , cooking and
looking after children. The most important point is every opinion and thought must be talked over and discussed
with a father or a husband. Therefore, topics like going out with friends, going to a party¸ and going with a
boyfriend or girlfriend are sensitive (p.18). Further, political issue like capitalism and modernism are also shown
in the unit through some topics of lending money (p.15 and 18), lending a video camera (p.14), and going to a
party or dinner (p 16 and 17). Those topics reflect that spending money for leisure time is fine, but it is actually
unacceptable in Indonesia to do it frequently as budget is tight and it is difficult to balance earning and expenses
incurred.
Critical social inquiry and critical theory are also reflection of previous points, in which social
relation between men and women are viewed differently in Indonesia, for example going out to a party and
dinner (p. 16 and 17). A woman can not go out freely without her man’s permission and she must inform who
going with her is. The booming of modern supermarket make Indonesian Government build luxurious malls,
which make traditional markets lose their existence due to conveniences of shopping. People do not bargain

364 st
The 61 TEFLIN International Conference, UNS Solo 2014
prices, mall is clean, and all what people’s needs are in one place. In other words, they may experience social
shock when these certain topics are used in the classroom.
The next point is about problematising givens, which can be seen in the passage (p.19), in which
cultural differences are presented but these differences will cause big problems for learners to be encountered in
real-life situations. The problems reflected in this page are how learners make sure that their request is not
misunderstood by others, and how to understand other people’s culture beforehand. It seems that the solution is
only expanding general knowledge but the unit should give some examples and exercises of how to cope with
such issues.
The aforementioned point leads to self-reflective whether the topics in unit 3 of the textbook are
representing real context and taken from authentic materials. They may fit into some learners but may not fit into
others. Therefore, the use of materials must be changed based on local context of a teacher’s use and his
learners’ needs. As for preferred future of unit 3 in particular and the textbook in general, the resources should
be changed as they focus on what is happening in everyday life of Americans. In other words, the learning
materials and activities in the textbook are based on American’s culture and lifestyle. Therefore, those resources
should be adapted in order to be accepted and comprehended by Indonesian learners, who come from suburban
areas. The use of folk stories from various regions in Indonesia is able to apply in the English classrooms, for
instance, the story of Malin Kundang or The Deer who Stole Cucumbers.
Based on CAL aspects which are used to analysis the unit, it can be summed up that the learning
materials in the unit are able to be used with some adjustments to local context, i.e., dialogues and texts can be
replaced or adapted based on Indonesian context.

Critical Discourse Analysis

There are several essential elements of Critical Discourse Analysis (CDA) to analyse the texts in unit
3, namely, texts, intertextuality, discourse, genre, subjectivity, reading positions, hegemony and power
relationship (Luke, 1995 as cited in Baldauf, 2010).
The first text is Jack wanted to borrow Rod’s video camera in the first conversation (p.14). Although
Rod seemed reluctant, he agreed to lend his video camera to Jack. It may be they are very good friends (power
relationship) since the nature of conversation is very informal (genre of the text), for instance hi, Rod. This is
Jack, what’s up, no problem and it is also straight to the point, which is shown in questions like have you used a
video camera before?
The next text is writing a note (genre of the text) to a friend or classmate asking for several favours
(p.16). This text shows a power relationship between an employee and his employer as he wanted to impress his
employer by asking him to go to dinner, wearing a red bow tie, and picking him up by car. The text also implies
the underlying meaning that the employer is the authority, therefore, he must be treated respectfully (hegemony).
Then, there is pair work activity, in which learners learnt to take turns to give questions (discourse) by
using collocation in word power section (p.17) learners talked about returning a compliment of his friend (p.17).
The underlying meaning here is power relationship between friends in order to be grateful of one’s praise or
approval.
The next class activity is making an indirect request of borrowing money from a friend, which involve
three learners (p.18). A dialogue between Student A, B, and C implied the intertextuality that student A was
afraid of asking directly to student C that she wanted to borrow some money. This may be happened as Student
A has borrowed money from student C frequently, therefore, she sends student B to pass her request to Student
A (discourse). The response from Student A is quite harsh and certain, which shows that she did not like student
C’s request. The imperative mark in the sentence underpins this point (I am sorry, but I can’t!).
The last text is a reading passage of cultural differences in Micronesia, Bulgaria, and China, Yes or
No?, on page 19. The text indicates that learners have to understand that each country has different cultures and
they also have to respect these differences. However, it also implies that subjectivity plays an important role, in
which one’s perception may cause wrong interpretation. For instance, a waiter nodded his head, which
interpreted by most people around the world that it was a yes; however, it means otherwise in Bulgaria.
To sum up, CDA aspects help to understand how texts and dialogues in the unit would be interpreted.
In other words, CDA assists teachers during the process of learning materials selection to find the hidden
messages implied through texts and dialogues. The implying messages can be derived from varied point of views
such as political, social, religious, economical and cultural issues as well as learners’ enrichment of affective
factors.

Teaching Learners of Acknowledging Sources in the Academic Reading

Having read this learning materials, there are some valuable things that learners can learn dealing with
plagiarism. Plagiarism is taking someone’s work without acknowledging the original sources (Pecorari, 2008).
Learning how to acknowledge other’s work is important, particularly in the non-English Speaking countries

st
The 61 TEFLIN International Conference, UNS Solo 2014 365
where memorisation comes first and plagiarism is part of culture. Another example of teaching anti-plagiarism is
mentioning the source of interview (Interview with people between the ages of 16 and 50).

Conclusion and Implications for English Language Teaching and Learning

In conclusion, all the dialogues and texts are suitable with the local context to attract learners’ interests.
They also teach learners to learn good moral values including acknowledging the original sources taken for
activities or assignment. Further, the unit also implies that it promotes real context topics to be used in
communication which leads to practising English communicatively through integrative English skills (Richards,
2005).

References
Baldauf, R. (2010). Slide 6 of Luke’s Critical Discourse Analysis. In week 6 EDUC 7032 Lecture. Brisbane:
School of Education, University of Queensland.
Davies, A. (1999). An Introduction to Applied lInguistics: From Practice to Theory. Edinburgh: Edinburgh
University Press.
Gee, J.P. (1996). Discourse Analysis: Status, Solidarity, and Social Identity. In Social Linguistics and
literacies:Ideology in Discourses. UK: Taylor & Francis Ltd.
Pecorari, D. (2008). Academic writing and plagiarism: A linguistics Analysis. London: Continuum International
Publishing Group.
Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction. New Jersey: Lawrence Erlbaum
Associates, Inc.
Richards, J.C. (2005). New Interchange 3A: English for International Communication. Cambridge: Cambridge
University Press.
Richards, J.C. (2005). Communicative Language Teaching Today. RELC Journal, Vol 36 (1), pp.85-92.
Savignon, S. (1997). Communicative competence: Theory and classroom practice (2nd edition). Sydney: The
McGraw Hill Companies.

366 st
The 61 TEFLIN International Conference, UNS Solo 2014
 THE REALIZATION OF COLLOCATION IN EFL STUDENTS’
WRITTEN TEXTS ACROSS THREE PROFICIENCY LEVELS

H. Saudin
saudin.polban@gmail.com

Abstract: This research investigated the realization of collocation in two respects: how collocation was formed
appropriately and inappropriately in written texts. Following Benson et al. (1997), Lewis (2001), and Mahvelati
& Mukundan (2012), the research categorized collocation into two major types, lexical and grammatical
collocation. Text analyses conducted largely qualitatively indicated that out of seven subtypes of lexical
collocation used appropriately, three combinations (v+n, adj+n and v+adj) were predominant and out of four
subtypes of grammatical collocation realized, two combinations (prep+n and v+prep) were the major ones. It
was also shown that more collocations were used, and fewer errors were made as the proficiency levels got
higher. Therefore, the realizations of collocation in the two respects are linked to the writing quality.

Keywords: collocation, lexical collocation, grammatical collocation, EFL, proficiency levels

The importance of collocation in EFL/ESL education has drawn the language teachers’ attention since
the appearance of Lewis’ (1993) book, The Lexical Approach (Hsu, 2007). Since even before then, that
collocation is an important component of language learners’ linguistic competence has been proved, and how
important collocation is in theories of second language acquisition has been shown by lots of researchers
(Mahvelati & Mukundan, 2012).
Coined by Palmer (1933) and brought to the field of theoretical linguistics by Firth (1957), the term
collocation has its roots in a Latin verb ‘collocare’ which means ‘to set in order/to arrange’ (Hsu, 2007 &
Mahvelati & Mukundan, 2012). According to Hsu (2007), the most frequent and well known definition of
collocation is “the tendency of a lexical item to co-occur with one or more other words.” Further, Yan (2010)
defines collocation as “the fellowship of one word.”
Based on its syntactic nature, collocation is classified into two major categories: lexical and
grammatical collocation (Benson et al., 1997; Mahvelati & Mukundan, 2012). A lexical collocation is a phrase
containing various combinations of nouns, verbs, adjectives and adverbs. A grammatical collocation, on the
other hand, is a phrase which consists of a content word (e.g. a noun, verb or adjective) and
function/grammatical word (e.g. a preposition and particle).
Benson et al. (1997) propose seven types of lexical collocation and eight main types of grammatical
collocation listed as follows: (1) v + n such as make mistakes, break the news/promise; (2) adj + n such as
strong tea/wind, heavy rain; (3) n + n such as traffic accident, communication breakdown; (4) v + adv such as
laugh merrily, argue heatedly; (5) adv + adj such as strikingly different, absolutely right; (6) n + v such as bees
buzz, doctors diagnose; (7) v + adj (linking verb collocation) such as turn grey, go blind; (8) prep + n such as in
despair, at speed, on purpose; (9) n + prep such as attack on, error/increase in; (10) v + prep (phrasal verbs
collocation) such as rely on, put off; (11) adj + prep such as dependent on, familiar with.
As indicated by the examples of collocation above, what is considered as collocations in this study are
word combinations characterized by restrictedness and semantic transparency.
The combinations of the node break and its collocates such as news and promise to form break the
news/promise are restricted – thus regarded as collocation because the constituent break cannot be replaced by a
similar word such as inform or violate to form *inform the news or *violate the promise. However, the
combinations of break and such lexical items as glasses, a vase, the windows and many other nominal groups,
which are relatively limitless, are not regarded as collocations. They are called free word combinations, “just
combinations of words following only the general rules of syntax: the elements are not bound specifically to
each other and they can be substituted with other lexical items freely” (Miyakoshi, 2009: 5).
As for the semantic transparency of collocation, the two lexical units break the news and break the
promise have the constituents which are still transparent in meaning. It means the meaning of the two
collocations can still be understood from that of the lexical items which compose them, unlike that of an idiom
(e.g. break a leg, used to wish somebody good luck) which is non-compositional. Accordingly, idioms – just like
free word combinations – were not investigated since they are not considered as collocations in this study
although “the boundaries between idioms, collocations and free combinations are not clear-cut” (Miyakoshi,
2009: 6).

st
The 61 TEFLIN International Conference, UNS Solo 2014 367
Method
The research was conducted in the English Department of Bandung State Polytechnics, involving a
class of twenty-seven students altogether. They were asked to write an Argumentative essay consisting of around
350-450 within 60 minutes and were given some issues to choose, each of which was provided with writing
prompts. Next, nine subjects were chosen and categorized into respectively low, middle, and high achievers to
represent the nature of the class.
In order that an in-depth analysis of the students’ realization of collocation was assured, this study was
set to be largely qualitative in nature. However, this study also resorted to quantitative instruments such as tables
to display the profiles of the students’ realization of collocation. This is possible since one method can support
the other one by means of elaborating or illustrating the results from the other method as suggested by Creswell
(2003).
In identifying collocation, this study resorted to two tools. The first one is Oxford Collocations
Dictionary for Students of English2nd Ed (McIntosh, 2002). The second one is collocation checker (http://candle.
cs.nthu.edu.tw/vntango/). That native speakers were not involved to judge whether a collocation was appropriate
or not might be a limitation of this study. Further, following Hsu (2007: 197), this study considered an
acceptable collocation with spelling or grammatical errors as a valid one. In its analysis, this study counted a
collocation that appeared more than once in a text as a single collocation.

Findings and Discussion

The analyses of the realizations of collocation have resulted in such findings as displayed in the
following two tables, Table 1 and Table 2. Table 1 shows the appropriate and inappropriate realizations of
collocation across the three proficiency levels whereas Table 2 illustrates the linguistic evidence of the
inappropriate realizations.
As shown in the fifth row (the row of Total) of Table 1, the high achievers deployed 110 collocations
(both lexical and grammatical ones), which constitute 80%. The number is the highest, compared with that of
collocations realized by the middle achievers (92 collocations altogether, which is equal to 72%) and by the low
achievers with the realization of 65 collocations or 61%. The findings show that more collocations were used as
the proficiency increases. This is in line with Zhang (1993), Hsu (2007) and Bazzaz and Samad (2011), who
suggest that learners tend to use more collocations at more advanced levels.
It was found too across the three levels that v+n subtype was the most commonly used, followed by the
subtypes of adj+n, prep+n, v+adj, v+prep etc. as seen in the ninth column. The learners across the three levels
realized 57 or 21.3% well-formed v+n

Table 1
The Profiles of the Appropriate & Inappropriate Realizations
of Collocation Across Three Proficiency Levels

No. Types of High Middle Low Sum

Collocation Achievers Achievers Achievers
App Inapp App Inapp App Inapp App Inapp
1. Lex. Col.
v+n 23 9 23 23 11 13 57 45
adj+n 19 3 21 4 11 9 51 16
v+adj 18 5 13 1 8 5 39 11
n+n 5 0 0 0 2 0 7 0
adv+adj 4 2 1 1 0 0 5 3
v+adv 1 2 3 0 1 2 5 4
n+v 1 0 2 0 2 0 5 0
2. Sub Total 71 21 63 29 35 29 169 79
3. Gr. Col.
prep+n 16 2 13 0 13 2 42 4
v+prep 11 3 12 4 7 5 30 12
n+prep 8 1 1 1 8 5 17 7
adj+prep 4 0 2 1 3 1 9 2
4. Sub Total 39 6 28 6 31 13 98 25
5. Total (2+4) 110 27 91 35 66 42 267 104
6. Percentage 80 20 72 28 61 39 72 28

368 st
The 61 TEFLIN International Conference, UNS Solo 2014
collocations, 51 adj+n (19%), 42 prep+n (15.7%), 38 v+adj (14.2%) and 31 v+prep (11.6%). That v+n and adj+n
subtypes were the two most frequently used confirms the findings reported by Hsu (2007: 201) and Kuo (2009:
145). That prep+n, v+adj and v+prep subtypes come next one after the others seems to be new findings
contributed by this study.
The last column of Table 1 show that, out of 11 subtypes of collocations, nine subtypes were
inappropriately realized. Two of them (v+n and adj+n subtypes) became the major sources of errors with
respectively 45 (43%) and 16 (15%) erroneous realizations of all lexical and grammatical collocation mistakes.
This is in agreement with Yan’s (2010) study which reports that of all lexical collocation mistakes, errors in v+n
subtype constitute 50% and adj+n subtype 25%. The finding that v+n collocation is the most problematic for
learners of English has been indicated too by many researchers (Al-Zahrani, 1998; Liu, 1999; Nesselhauf, 2003;
and Kuo, 2009). Further, this study suggests that v+prep and v+adj subtypes require to be paid attention to since
they represent the third and fourth major sources of errors in realizing collocation.

Table 2
Samples of Inappropriately Used Collocations
Across the Three Proficiency Levels

No. Deviant Combinations Sub Level No. Deviant Sub Lev.

types Combinations types
1. *cover (bury) my nose v+n high 10. suffering *in (from) v+prep high
2. *destroy (rack) your v+n high 11. become *as v+prep low
body (become)
3. *follow (take) the v+n mid 12. become *success v+adj high
examination (successful)
4. *say (make) that v+n mid 13. make … *relax v+adj low
statement (relaxed)
5. *make a (do) business v+n low 14. effects *to (on) n+prep low
6. exchange their *mind v+n low 15. tell *directly v+adv high
(ideas) (bluntly)
7. *huge (high) chance adj+n high 16. *on (in) public prep+n high
places
8. *amazing (soph- adj+n mid 17. *too (truly) afraid adv+adj mid
isticated tech.
9. *increasing (rising) adj+n low 18. close *with (to) adj+prep low
prices

Table 2 provides linguistic evidence related to the inappropriately-formed collocations made the
subjects of this study. The constituents in brackets are the substitutes needed for the well-formed collocations.

Conclusion and Suggestions

This study has proven that there exists a relation between the number of well formed collocations used
and the quality of the writing. The relation is further strengthened by the finding that the number of erroneous
collocations also indicates the quality of the writing.
Its findings taken together, this study highlights the importance of collocation for EFL/ESL learners to
gain success in learning English. As a result, it is high time that Indonesian teaching practitioners drew their
students’ attention to collocation and that syllabus designers integrated the teaching of vocabulary, especially of
collocation, into the English language teaching.

References
Al-Zahrani, M. S. 1998. Knowledge of English lexical collocations among male Saudi college students majoring
in English at Saudi University. Unpublished doctoral dissertation, Indiana University of Pennsylvania,
Pennsylvania, USA.
Bazzaz, F. E. & Samad, A.A. 2011. The use of verb-noun collocations in writing stories among Iranian EFL
learners. English Language Teaching 4. 3 (Sep 2011): 158-163.
Benson, M., Benson, E. & Ilson, R. 1997. The BBI dictionary of English word combinations 2nd Ed. Amsterdam,
The Netherlands: John Benjamins Publishing Company.
Creswell, J.W. 2003. Research design: Qualitative, quantitative, and mixed methods approaches 2nd Ed.
California: Sage Publication.

st
The 61 TEFLIN International Conference, UNS Solo 2014 369
Firth, J. R. 1957. Papers in linguistics 1934-1951 pp. 177-189.
Hsu, J. 2007. Lexical collocations and their relations to the online writing of Taiwanese college English majors
and non-English majors. Electronic Journal of Foreign Language Teaching, 4(2), 192-209.
Kuo, C. L. 2009. An analysis of the use of collocation by intermediate EFL college students in Taiwan.
ARECLS, 2009, vol.6, 141-155.
Lewis, M. 1993. The lexical approach. London: Language Teaching Publications.
Lewis, M. 2001. There is nothing as practical as a good theory. In Michael Lewis (ed.), Teaching collocation:
Further developments in the lexical approach (pp. 10-27). London: Language Teaching Publications.
Liu, C. P. 1999. An analysis of collocational errors in EFL writing. The Proceedings of the 8th International
Symposium on English Teaching, 483-494.
Mahvelati, E. H. & Mukundan, J. 2012. The role of cognitive style in the collocational knowledge development
of Iranian EFL learners through Input Flood treatment. English Language Teaching 5. 10 (2012): 105-
117.
McIntosh, C. 2002. Oxford collocations dictionary for students of English. Oxford New York: Oxford University
Press.
Miyakoshi, T. 2009. Investigating ESL learners’ lexical collocations: The acquisition of verb+noun collocations
by Japanese learners of English. Retrieved on 11 June 2014 from
www.ling.hawaii.edu/graduate/dissertations/Tomoko MiyakoshiFinal.pdf
Nesselhauf, N. 2003. The use of collocation by advanced learners of English and some implications for teaching.
Applied Linguistics, 24(2), 223-242.
Yan, H. 2010. Study on the causes and countermeasures of the lexical collocation mistakes in college English.
English Language Teaching 3.1 March (2010).
Zhang, X. 1993. English collocations and their effect on the writing of native and non-native college freshmen.
Indiana University of Pennsylvania: Pennsylvania.

370 st
The 61 TEFLIN International Conference, UNS Solo 2014
 INCREASING STUDENTS’ CULTURAL AWARENESS BY USING FILM IN TEACHING
CROSS CULTURAL UNDERSTANDING

Serliah Nur
serliah_nur@yahoo.co.id, serliah.nur@uin-alauddin.ac.id

Abstract: This research is about the students ‘attitude toward the use of films in teaching Cross Cultural
Understanding as classroom research taking fourth semester students of English and Literature department, Adab
and Humanities Faculty of UIN Alauddin as the sample of the research. The research question put forward is:
what is the student’s attitude toward the use of film in increasing their cultural awareness. The research
instrument is a questionnaire consists of sixteen items which aims at finding out the students’ attitude toward
using films in increasing their cultural awareness.The data analysis showed that they have positive attitude
toward the use of film in the Cross Cultural Understanding class because: 1. Films were interesting material, 2.
Using films were new variation of teaching in the class, 3.Students understand the material easier, 4. Students
know the other culture better. Film can also increase students’ cultural awareness because: 1.They get
information from the movie, 2.They can compare their culture and others, 3. It can prevent them from culture
shock if they study Cross Cultural Understanding.

Keywords: cultural awareness, cross cultural understanding, film

Introduction
Background
Human civilization cannot be separated from culture. Culture is defined as the values, traditions,
customs, art, and institutions shared by a group of people who are unified by nationality, ethnicity, religion, or
language (Roell 2010, 2). It is culture that brings the identity of one nation into being that within the nation,
people communicate to express their values, traditions which in turn will transform its culture. An
Anthropologist defines culture as “…the whole way of life of a people or group. In this context, culture includes
all the social practices that bond a group of people together and distinguish them from others” (Montgomery and
Reid-Thomas 1994, 5). Based on this definition, it can be said that the classroom context is an example of a
cultural group.
Understanding how different culture being conducted and communicated will enable other people from
different culture to comprehend particular things done in a different way. In other words, cross-culture tries to
bring together such relatively unrelated areas as cultural anthropology and established areas of communication.
Its core is to establish and understand how people from different cultures communicate each other and the
culture of a society comprises the shared values, understandings, assumptions, and goals that are learned from
earlier generations, imposed by the members of the present day society and passed on to the succeeding
generations.
In the field of language teaching, the understanding of cross culture enables students to grasp the
comprehensive skills of the target language, especially for English Language Teaching (ELT). Comprehending
how particular gestures and how matters were settled in one culture will provide better way of how learners
performing particular actions in similar circumstances. Suneetha and Sundaravalli, (2010, 1) explores that there
is a need to pay attention to intercultural communication and discusses some specific approaches and strategies
in the teaching of intercultural communication in the classroom. These approaches include addressing issues like
learning to honor one’s own culture and sharing it with others while developing a capacity to be open to other
cultures. Other strategies include progressing from an ethnocentric to an ethno-relative state of understanding
and acceptance of cultural differences and increasing one’s ability to communicate with non-native speakers.
Specifically, classroom practices and strategies suggested include intercultural explorations, use of texts, films,
short stories and other multi-media resources, contrastive case studies of cultures, group encounters and role
plays.
Films are considered as very valuable tool to classroom learning in a course on cross cultural
management as they communicate through their characters, story, context, dialogues and audio-effects at several
levels to students. Films help students to internalize situations which they might not have experienced
personally; hence help them to connect with various theories and concepts.
For the last few years, in English and Literature Department, Faculty of Adab and Humanity, for the
subject of Cross Cultural Understanding, the researcher has introduced films related to cross cultural content to
the students. Having varieties of English language movies, students can have choices of movies they can
independently assess in comprehending cross cultural understanding.

st
The 61 TEFLIN International Conference, UNS Solo 2014 371
 Based on those explanations above, the writer would like to make a research entitled Increasing
students’ cultural awareness by using film in teaching cross-cultural understanding.

Problem statement
As mentioned earlier in the background of the research, films related to cross cultural content have been
used for students to learn aspects of the intercultural differences. The problem statement is: what is the student’s
attitude toward the use of film in increasing their cultural awareness.

Methods
The method used in this research was descriptive method. The population of this research were all
4thsemester students at English and Literature Department, Academic year 2009/2010, Faculty of Adab and
Humanities UIN Alauddin Makassar. There were 75 students (class AG1, AG2, AG3 and AG4) taken as the
sample of this research. But only 58 students came when the research was conducted. The instrument used in the
research was questionnaire. The data collected were analyzed in qualitative interpretation.

Findings and Discussions

Students’ attitude towards using film in CCU
The result of the findings in closed ended items showed that they had positive attitude toward the use of
films in CCU class. It was proved by aggregate percentage the students got from agree plus strongly agree of the
six items (items 1, 2, 3, 6, 7, and 13) as follows. a) Item 1 was 96,6 %. b) Item 2 was 86,2 %. c) Item 3 was 84,5
%. d) Item 6 was 69%. e) Item 7 was 82,7 % . f)Item 13 was 84,5 %.
They also thought that the use of films in CCU class, can increase their cultural awareness and they
could find some new vocabularies from the films (items 9 and 10).
The result of finding from the open ended item also shows that they had positive attitude toward the use
of films in CCU class. They had positive attitude because: a) Films were interesting material. b) Using films
were new variation of teaching in the class. c) Students understand the material easier. d) Students know the
other culture better
In what follows, I look at each of these separately. Most participating students like films because they
were interesting material. This is in line with Roell’s opinion (2010, 2) “Films are a great medium to use not
only to practice English but also to facilitate intercultural learning.” The students found it interesting because
they learn the language and the culture through film which is fun for them.
New variation was also one major reason cited for the use of films in class. The students sometimes
bored with the lecturing or discussion method. The teacher role is very important to make the class alive. As a
lecturer, I need to make new environment in my class so they will study happily and enjoy the assignment in the
class. As Massi and Merino (1996, 20) stated, giving visual messages a place in the foreign language
curriculum is an interesting and entertaining way to enhance the learner’s command of the target language; the
messages available through a refreshing change of routine in the classroom.
Understanding the material easier constituted another positive attitude. Some students said it is easier
for them to understand the material through films because they can see others culture in the films, they do not
have to go abroad to see different culture. Roell (2010, 2) mentioned that numerous films contain excellent
examples of intercultural communication such as how different dialects, forms of address, customs, taboos, and
other cultural elements influence interaction among different groups. These are lesson and activities that the
students can understand easier.
The last item is students can know the other culture better. Having better understanding from what they
see and listen on particular culture students from the movie, students can react and interact more confidently
with other people. This is also supported by Summerfield research as he mentioned that “Learning about
stereotypes, ethnocentrism, discrimination, and acculturation in the abstract can be flat and uninspiring. But if we
experience intercultural contact with our eyes and ears, we begin to understand it” (Summerfield 1993, 1).

Using film can increase students’ cultural awareness.

There are four items will be discussed as the result of open ended item. From the finding, it shows that
film can increase students’ cultural awareness because: a) Students get information from the movie. b) They can
compare their culture and others. c) It can prevent them from culture shock if they study CCU
The first reason is students get information from the movie. As most of the students mentioned that they
“get many new information and insights,” “we can get some lessons about the culture, behavior, and attitude.”
Although the result will vary for each individual, but in general students are expected to use this information or
lessons benefit for their cultural awareness. As Kim (2002, 30) suggests, teaching a foreign language is not
confined to developing the learner’ language skills (reading, writing, speaking and listening). It should also raise
their cultural awareness that is indispensable in the use of the foreign language.

372 st
The 61 TEFLIN International Conference, UNS Solo 2014
 Secondly, students can compare one culture with the other culture although they are not necessarily
interacting with foreign people who have the culture at one time. As mentioned by Tavers and Cavalcanti, the
aim of film activities is to “increase students’ awareness and to develop their curiosity toward the target culture
and their own, helping them to make comparisons among cultures” (1996, 18).
The last which is important social phenomenon is culture shock. This can happen to anyone who is not
ready in facing a situation that is new for them especially when they have never learned the situation before not
to mention experience it. Having this benefit of understanding culture from the movies, students can anticipate
any situation when they come across a situation where they have to react appropriately.

Conclusions
Based on the findings and the discussions the writer concludes that the fourth semester students of
English Department, academic year 2009/2010, Adab and Humanities Faculty of UIN Alauddin Makassar have
positive attitude toward the use of film in the Cross Cultural Understanding class because : 1) Films were
interesting material. 2) Using films were new variation of teaching in the class. 3) Students understand the
material easier. 4) Students know the other culture better
Film can also increase students’ cultural awareness because: 1) They get information from the movie.2)
They can compare their culture and others. 3) It can prevent them from culture shock if they study CCU.

Bibliography
Kim, J. 2002. Teaching Culture in the English as a Foreign Language Classroom. The Korea TESOLJournal 5 no
1, p. 27-3
Kusumarasdyati . 2006. The use of movie video to enhance cross- cultural
understanding http://coombs.anu.edu.au/SpecialProj/ASAA/biennial-
conference/2006/Kusumarasdyati-ASAA2006.pdf(retrieved on March 1st 2012)
Massi, M and Merino, A. 1996. Films and EFL what’s playing in the language classroom? English Teaching
Forum 34 no.1, p. 20-23.
Montgomery, M., and H. Reid Thomas. 1994. Language and Social Life. England: The British Council.
Novinger, T. 2001. Intercultural Communication: A Practical Guide. USA: University of Texas Press.
Roell, C. 2010. Intercultural Training with Films. English Teaching Forum 48, no. 2, p. 2-15.
Sadtono, E. 1999. Some Problems in Teaching Cross Cultural Understanding in EFL Countries with Particular
Reference to Indonesia. NUCB JLCC 1, no.3, p. 45-58.
Suneetha, Y and. Sundaravalli, G.M. 2010. Incorporating Cross-cultural Communication in ELT: A Pedagogical
Approach.http://www.nus.edu.sg/celc/research/symposium_proceedings/123to132-suneetha.pdf
(Retrieved on March 1st 2012)
Summerfield, E. 1993. Crossing cultures through film. Yarmouth, ME: Intercultural Press
Takekoshi, Y. 1995. An introduction to the cross-culturalist. In Can you be a cross-culturalist, yes or no? Tokyo:
Hiragana Times, 127 no.29
Tavares, R and Cavalcanti, I. 1996. Developing Cultural Awareness in EFL Classrooms. English Teaching
Forum 34 no. 3-4, p. 18-23.
Thanasoulas, D. 2001. The Importance of Teaching Culture in the Foreign Language Cl assroom. Radical
Pedagogy. http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html (retrieved on March,
1st 2012).

st
The 61 TEFLIN International Conference, UNS Solo 2014 373
 THE LINGUISTIC FACTORS FOR READABILITY
(A Discourse Analysis of English Student Book for Senior High Schools of Surakarta)

Sri Handayani
Universitas Slamet Riyadi

Abstract: This research aims at finding the readability of English student’s book through linguistic aspect
especially in lexical and grammatical analysis. This research applies descriptive qualitative method specifically a
discourse analysis. The primary data are the lexis and sentences used in the student’s book. The collected data
were obtained by applying discourse analysis of the book. Meanwhile to analize the data, the ethnography
technique proposed by Spreadly was employed. The research findings show that: (1) in terms of the lexis used
they can be devided into two categories, they consist of 57% congruent and 43 % incongruent lexis, (2) from the
grammatical aspect, the complexity of the clauses consists of 46% simple sentence and 18% compound and 36
% of complex sentences. (3) the result of the computation using Flesch Reading Ease Formula shows that the
readibility of English lesson is low, where the readability obtained from those formula is 42% , where the
avarage of length of words per sentence is 16. The factors causing the low readability of student’s book come
from two basic factors , they are, its lexis and grammatical aspect. In term of lexis, the low readability is caused
by the inconqruency of the lexis. While from grammatical views, texts which mostly consist of compound and
complex sentence make the texts have low readability levels. From the research findings, the reseacher
generates a theory for readability as follows: viewed from linguistic aspect, the readability of a student’s book is
influenced by two major factors, they are the conqruency of its lexis and the complexity of clauses found in the
text.

Keywords: Readability, conqruency , lexis, grammatical

Backgroud of the Study

Student books play important role to the success of teaching learning process. So, teachers must pay
attention to the selected book to be implemented in the classroom. When writing a textbook, a work-sheet or an
examination paper, an author is intented on transmitting information to the reader. How well the author succeeds
will depend on the readability of the text. Readability is concerned with the problem of matching between reader
and text. An accomplished reader is likely to be bored by simple repetitive texts. A poor reader will soon
become discouraged by texts which s/he finds too difficult to read fluently. This is likely to happen when the text
is poorly printed, contains complex sentence structures, long words or too much material containing entirely
new ideas. The term readability refers to all the factors that affect success in reading and understanding a text.
These factors include: The interest and motivation of the reader; the legibility of the print (and of any
illustrations); the complexity of words and sentences in relation to the reading ability of the reader. In this
research, the researcher applied Flesch Reading Ease Formula to determine the level of redability in ‘English
Alive’ students book which is used in senior high school in Surakarta, where the causes of the readability is
viewed from linguistics factors.

Theoritical Review
Readability refers to the easy degree of a text to be understood (Sakri, 1993: 135) in Nababan (1999:
62). The same definition stated by Richard et al (1985: 238) in Nababan (1999: 62) readability is how easily
written materials can be read and understood. From the two definitions above it can be seen that readability is the
easy degree a written text to be read and to catch the content by the readers. The involvement of the reader in
deciding the readability of the text is a really important addition element in linguistic factors. However, every
text resulted has a purpose to be read, so that automatically that text involves the readers.
Readability statistics measure text features that are subject to mathematical calculations such as number
of syllables and sentence length. Not all features that promote readability are measurable mathematically, so
readability statistics are only predictors of readability but are not the entire story. For example, these statistics
cannot tell if we presented the ideas clearly, since complex words and long sentences can obscure clarity.

Research Method
This research is a discourse analysis. It aims to study and analyze the use of discourse in at least one of
the three ways stated above, and more often than not, all of them at once. In this research,the researcher analyze
students book for Junior High School entitled “English Alive” pusblished by Yudhistira. To get the data, the

374 st
The 61 TEFLIN International Conference, UNS Solo 2014
researcher conducted documentation and interview to the students. While the technique of data analysis,
Ethnography proposed by Spreadly is employed.

Research Finding and Discusion

The object of this research is “English Alive”- a student’s book. It consists of 186 pages which is
devided into10 units. From those units, the reseacher chooses three units which are selected by taking texts
written the beginning, middle and the last of the book. to fairly difficult category.
a. Readability
Based on the result of computation from those three texts mentioned above, it can be seen that the
average of length of words per sentence is 16, while the readabality of this book is 42 , that belong to difficult
category.

b. The Lexis in English Alive

In this research, the analysis of lexis covers the description of each text in term of its congruency.
Based on the result of analysis, it can be concluded that the lexis used in “English Alive” student book consist of
57% congruent and 43 % incongruent lexis. It can be seen that almost a half of this book consist of incongruent
lexis. Here are the example of incongruent lexis found in the text:

Then align your new card with the expansion slot, and press it firmly until the card is
fully seated.
The word ‘expansion” in this sentences are incongruent lexis since the symbol and the
reality is not linear.

The incongruent lexis as mentioned above causes the difficulty in grapsing the meaning of a sentence,
since incongruent lexis requires high information load .

c. The Gramatical in English Alive

In this reasearch, the researcher analyzed the gramatical aspect that covers the system of clause in
sentences. From the result of the research above, it can be concluded that grammatical used in “English Alive”
student book consists of 46 % simple sentence and 18 % coumpound and 36 % of complex sentence. It can be
seen that compound sentence mostly used in the text of this book, followed by complex sentence. This may
cause the readability of this book is low.

Discussion
In this research, the reseacher analyzed the readability of students book focusing on the aspect of lexis
and grammatical. The result of the computation using Flesch Reading Ease Formula shows that the readibility of
English lesson is low, 42% , with the average of length of words per sentence is 16. According to Sakri in
Nababan ( 2003:40) length of words may influence the level of readability. In this case, 16 belongs to Standard
category.
The factors causing the low readability of students book come from two basic factors , its lexis and
grammatical aspect. In term of lexis, the low of readability is caused by the inconqruency of the lexis. While
from grammatical views, compound and complex sentence make the text have low readability levels.
In more detail description, the lexis used in the book can be devided into two : 57% of congruent lexis
and 43 % of incongruent lexis. Meanwhile, from the grammatical aspect, the complexity of the clauses showa
46% simple sentence and 18 % coumpound and 36 % of complex sentence. According to Riyadi Santoso (
2003:54) the congruency of lexis affected on how easily a text can be understood by the reader. Furthermore, it
is explained that the system of clause and the congruency of the lexis affected on how will the text form its
register. Thus, from the research findings, the reseacher generates a theory for readability as follows: viewed
from linguistics aspect, the readability of a students book is influenced by two major factors : the conqruency of
its lexis and the complexity of clauses found in the text.

Conclusion
From the result of the research, it can be concluded that viewed from linguitics aspect the level of the
redability of “English Alive” students book is low. The low readability of this book is caused by two major
factors, the congruency of the lexis and the system of clause of the sentence. So, in selecting and writing a
students’ book teacher must consider those two factors to meet the students’ level. While in delivering the

st
The 61 TEFLIN International Conference, UNS Solo 2014 375
instruction in teaching learning process, a teacher must help the students to graps the content of the lesson by
giving clear description and explanation.

References
Erlyn Baack. 2014. Advanced Composition for Non-Native Speakers of English downloaded from
http://eslbee.com
Ricard, Nortquist. 2014. Complex Sentence. Oxford: Language Matter
Riyadi Santoso, M. Ed. 2003 . Semiotika Sosial: Pandangan Terhadap Bahasa. Surabaya: Pustaka Eureka
Rose, Anni D. 2014. Readability Theory. Downloded from www.Scribed.com
Magatur Rudolf Nababan. 2003. Teori Penerjemahan Bahasa Inggris. Yogyakarta: Pustaka Pelajar.

Biodata
Name : Sri Handayani, S.Pd.M.Hum.
Affilliation : English Deparment of Slamet Riyadi University
Place of Birth : Klaten, January 25th 1974.
Email Address : Srihandayani_59@yahoo.com

376 st
The 61 TEFLIN International Conference, UNS Solo 2014
 AN EVALUATION STUDY: THE EFFECTIVENESS OF ENGLISH LANGUAGE COURSEBOOK
ENTITLED WHEN ENGLISH RINGS THE BELL

Teguh Ariebowo

Abstract: The new curriculum of 2013 proposed by the Indonesia Ministry of Education has become a huge
discussion throughout the country. It raises pros and cons toward this new curriculum with their rationales.
Therefore the researcher tries to find out the truth by doing a survey research. A new implemented curriculum
always needs to evaluate for the sake of its development and improvement. This research aims to confirm
whether or not the English language coursebook of seventh grade of junior high school entitled “When English
Rings the Bell” is effective. This research is conducted in 29 junior high schools (SMP) that are applying the
new curriculum of 2013 in DIY. This survey research hands out a set of questionnaire to 20 English teachers
from 10 different SMPs. To get the data triangulation, the researcher conduct interviews to the teachers in
schools representing each district in DIY. After getting the data, this research is continued to confirm the
effectiveness of the coursebook. The result shows that one criterion - the aim of coursebook- out of 6 criteria of
effective English teaching material is agreed to be effective with absolute agreement by the respondents. The
approach, design and organization, and topic of the coursebook are also evaluated to be effective. Two other
criterion, language content and skill in the coursebook, are confirmed as ineffective based on the survey result.
This coursebook evaluation research deals with reviews on the criteria of effective coursebook, material
evaluation, and Indonesia national curriculum of 2013. The result of this evaluation research will definitely be
beneficial for learners, teachers, materials developers, and especially for the policy maker, in this case is the
Indonesia Ministry of Education.

Keywords: Effective coursebook, Coursebook evaluation, Material Evaluation

Introduction
The new curriculum of Indonesia’s National Education was first implemented in 2013 throughout
Indonesia. However, only selected schools first implemented the 2013 curriculum. The first implementation of
the curriculum was colored with dynamic discussion toward the policy in the 2013 curriculum throughout the
nation. Every product of education for instance policy curriculum, and material must be evaluated for the sake of
development and improvement. In 2013, the English coursebook written by Indonesia’s Ministry of Education
was first implemented only to the selected schools throughout Indonesia. The selected schools seem to be the
upper ranked schools in each district in Indonesia.
The researcher sees that it is necessary to evaluate courebook since coursebook is important resources
for (1) presenting language components, (2) activities, (3) stimulating ideas, (4) self-directed learning, and in
some contexts, (5) used as a syllabus and a support for less experienced teachers (Cunningsworth, 1995).
Agreeing to Cunningsworth (1995), Tomlinson states that coursebook evaluation is a crucial process that can
have a direct effect on the teaching procedure. Coursebook evaluation can be carried out to help a publisher or an
institution to make decisions, to help ourselves in developing and selecting coursebook, to find out if the book
being used meets the needs of the students and to try carry out a research project (2003). Without having good
materials to teach, the program will not run very well. Therefore, the writer sees evaluating material is absolutely
important and useful for teachers, stakeholders and the program.
Empirical evaluation of teaching materials can be found in accounts of trialling of new materials
(Bernard and Randall, 1995). In this case, the evaluation of teaching materials is taken when there is a new
material used in the teaching and learning process. Hence, the main purpose of the teaching materials evaluation
is to determine whether the materials are suitable for the teaching and learning process. Another case is when the
teaching materials are evaluated to find out whether it is worthwhile using the materials again. In such case, the
evaluation is taken when teachers, experts and practitioners plan to evaluate the existing materials. Since it has
been explained above that in Indonesia there is a new teaching material for the new curriculum of 2013, this
evaluation research aims to determine whether the new materials is effective or ineffective towards the teaching
and learning process. The materials being evaluated entitle When English Rings the Bell.
This evaluation research on English coursebook of 7th grade of junior high school is absolutely
beneficial for material developers (in this case the authority), teachers, learners, and stakeholders. For materials
developers, this research evaluation is beneficial as reference in developing the coursebook to design better and
more effective coursebook. The material developer in this case the authority may refer to what has been
discussed in this evaluation research. For teachers, this research evaluation will give detailed explanation on how
effective or ineffective the tasks in coursebook are. Consequently, teachers may respond towards the findings.

st
The 61 TEFLIN International Conference, UNS Solo 2014 377
Then teachers can take any anticipated action to take a positive response to do in relation to the findings. This
research will also be beneficial for stakeholders since they can use this evaluation research of the English
coursebook of 7th grade of junior high school as the reference in developing the whole English program in junior
high school. Besides, this particular evaluation research will be valuable for other evaluators especially program
evaluators to help them in evaluating English program for junior high school.

Methods
The major problem to be solved in this research is focused on seeking whether the examined
coursebook is effective according to the selected criteria that have been explained in the previous chapter of this
thesis and figuring out the strengths and weaknesses of the examined coursebook used by seventh grade of junior
high school in Indonesia. Therefore, literature review served as the basic theory was conducted to support the
analysis later. In this step, the researcher reviewed books, articles, and journals related coursebook and materials
evaluation.
Regarding to the aim of the study which is to evaluate the effectiveness of the coursebook and seeking
the strength and weaknesses of the book in a way to be part of program development, the research method
employed in this study was executed under the evaluation research (Neuman 2006). This research is under the
umbrella of applied research that enables the researcher to evaluate a program in this case is to evaluate a
coursebook. It is adopted in this research since it embraces a set of process in evaluating the quality of the
coursebook. Evaluation research study is applied research designed to find out whether a new program, policy,
coursebook, a new way of doing something and so forth, is effective.
The research employs a survey research to get the empirical truth from the respondents using
questionnaire consisting evaluative questions based on the effective materials by Tomlinson and Nunan. The
questionnaires are handed out to 10 schools in DIY. Each school has 2 respondents. So, there are 20 respondents
participating in this survey research. Below is the criteria that the researcher has adapted to be used in the
evaluating the coursebook. The researcher is adapting the evaluation question from Cunningsworth that proposes
53 questions six different category.

No Criteria
1 Aims
2 Approach
3 Design and Organization
4 Language Content
5 Skill
6 Topic
Table 1. criteria of book evaluation

There are sIX criteria adopted from some different expert as explained in chapter II. Each criterion will
be measured using the evaluative question adapted from Cunningsworth (1995) and will be transferred into
statement using Likert Scale. The value of each criterion above is the mean of total value for each criterion that
is interpreted in statements in the questionnaire. A criterion is considered as effective if the value is more than 0
(zero). And a criterion is considered ineffective if the value is less than 0 (zero) or minus.

Findings and Discussion

The explanation of the research result will be based on the table number 1 below. The researcher has
decided six criteria to judge whether the coursebook is effective. The criteria were obtained by adapting some
theories that has been discussed in chapter II. As it is explained in chapter III, the criteria are measured by
several evaluative question adapted from Cunningsworth (1995). Then the Evaluative questions are translated
into statements using Likert Scale. Therefore the below result for each criterion is gained from the Mean of the
statements. For the detailed explanation is presented in the next section of this chapter.

No Criteria Value Effective / Ineffective

1 Aims 0.7794115 Effective
2 Approach 0.193277311 Effective
3 Design and Organization 0.069381599 Effective
4 Language Content -0.579831933 Ineffective
5 Skill -0.117647 Ineffective
Table. 2. The research result

378 st
The 61 TEFLIN International Conference, UNS Solo 2014
 As it is seen in the table, there are four criteria that are considered as effective ones. They are the aims,
approach, design and organization, and the topic of the coursebook. The effectiveness of each criterion is varied.
The highest number of the effectiveness is the aims. It is 0.7794115. It means that respondents do not see any
issue regarding the aim of the coursebook. The second highest value of the effectiveness is the topic.
Respondents also see that the topic in the coursebook is quite effective. The survey results the effectiveness of
the topic at 0.45751634. The next effective criterion goes to the approach of the coursebook. Respondents rate
the effectiveness of the approach at 0.193277311. The design and organization get 0.069381599 for its
effectiveness. This number is a low number. An explanation is needed to find out how design and organization
get the low value for its effectiveness. Therefore in the next section of this chapter, the researcher is explaining
the findings in detailed.
Interestingly, respondents rate only two criteria as ineffective. They are the language content and the
skills in coursebook. Respondents consider that the language content of the book is not enough. It is seen from
the value of the language content of the coursebook. The effectiveness of the language content in the coursebook
is very low. It is -0.579831933. To find out how this number appears as the value of the effectiveness of
language content, the researcher is explaining it in the next section of this chapter. The next ineffective criterion
based on the survey result goes to the language skill exercised in the coursebook. Respondents assess that the
coursebook doesn’t cover all skills. That is why the coursebook is ineffective in term of skill. Respondents
evaluate it at -0.117647.
A more detailed explanation for each criterion is explained below. The explanation will be based on the
statements in the questionnaire.
It is seen in table 3 that the value for each statement has positive number and the value almost reaches
1. It means that almost all respondents agree on the statements. But take a look carefully at the last statement, the
value shows less than 0.5. It can be interpreted that the aims of the coursebook somehow doesn’t really
correspond closely with the needs of learner. It can be interpreted that some parts of the coursebook do not fulfill
what the learner needs.
No Statement Value Average
1 The aims of the coursebook correspond closely with the aim of 17 1
curriculum.
2 The aims of the coursebook correspond closely with the core 14 0.823529
competence.
3 The aims of the coursebook correspond closely with the aims of 14 0.823529
teaching program.
4 The aims of the coursebook correspond closely with the needs of 8 0.470588
learner.
Table 3.Aims of coursebook

An interesting finding goes to the next criterion. It is the approach of the coursebook. Although the
average of this criterion shows 0.193277311 which means effective. The value is pretty weak since it is closer to
negative. This won’t be surprising if a deeper analysis applied. It is seen in the table that there are two statements
which shows negative number. It means that respondents see the coursebook is ineffective in term that
coursebook covers most all student needs and is a good learning resource for students.

No Statement Value Average

1 The coursebook is suited to the learning situation. 6 0.352941
2 The coursebook is suited to the teaching situation. 7 0.411765
3 The coursebook covers most of all student needs. -8 -0.470588
4 The courebook is a good learning resource for students. -1 -0.058824
5 The coursebook is a good learning resource for teachers. 2 0.117647
6 The coursebook is flexible so it allows various teaching styles. 9 0.529412
7 The coursebook is flexible so it allows the learning styles. 8 0.470588
Table 4. Approach of the coursebook

A more varied result happens in the next criterion, the design and organization of the coursebook.
Based on the result, it shows that the coursebook doesn’t support media such as CD, workbook and manual.

st
The 61 TEFLIN International Conference, UNS Solo 2014 379
However, the coursbook only support the manual. There is no adequate recycling, no adequate review, no
grammar reference, and does not promote individual study.

No Statemen Value Average

1 The book support media such as CD, workbook, and teacher’s manual. -1 -0.058824
2 The organization of the book is right for the teacher. (for example the 1 0.058824
organization is based on the structure order, topic based order, or difficulty
based order)
3 The organization of the book is right for the learner. (for example the 1 0.058824
organization is based on the structure order, topic based order, or difficulty
based order)
4 The content is well sequenced on the basis of complexity. 5 0.294118
5 The content is well sequenced on the basis of learnability. 8 0.470588
6 The content is well sequenced on the basis of usefulness. 7 0.411765
7 There is adequate recycling. (Example of recycling is an expression such as -3 -0.333333
refusal “I am sorry, I am afraid I can’t” is presented in unit 1 and it is
repeated in unit 3, 6 and 8.
8 There is adequate review. (For example there is always review after finishing -1 -0.058824
3 units)
9 There is reference section of grammar in the book. -14 -0.823529
10 The materials promote individual study. -2 -0.117647
11 It is easy for learners to find their way around the coursebook. 4 0.235294
12 It is easy for teacher to find his/her way around. 4 0.235294
13 The book has good layout. 9 0.529412
Table 5.Design and organization of the courseook

It is really concerning when the result of the next criterion is shown. It is since none of the statement
has positive value. It means that respondents see that in term of language content, the coursebook is ineffective.
The coursebook doesn’t cover main grammar item. The material of vocabulary teaching is not adequate in terms
of quantity. The coursebook doesn’t include the material for pronunciation. Evenmore if some respondents still
agree on it, the material for pronunciation doesn’t include individual sound, word stress and intonation.
No Statement Value Average

1 The coursebook covers the main grammar item. -12 -0.705882

2 Material for vocabulary teaching is adequate in terms of quantity. -5 -0.294118
3 Material for vocabulary teaching is adequate in terms of range of -3 -0.176471
vocabulary.
4 The coursebook includes the material for pronunciation work. -12 -0.705882
5 The material for pronunciation work covers individual sounds. -14 -0.823529
6 The material for pronunciation work covers word stress. -12 -0.705882
7 The material for pronunciation work covers intonation. -11 -0.647059
Table 6. Language content of the coursebook

The next criterion is also pretty concerning since none of the statements is effective. It can be seen
clearly from the table below. The coursebook doesn’t cover reading skill and listening skill. Yet the coursebook
still covers the writing skill and speaking skill.

No Statement Value Average

1 The coursebook covers the reading skill. -13 -0.764706
2 The coursebook covers the writing skill. 9 0.529412
3 The coursebook covers the listening skill. -14 -0.823529
4 The coursebook covers the speaking skill. 10 0.588235
Table 7. Skill of the coursebook

380 st
The 61 TEFLIN International Conference, UNS Solo 2014
Conclusion
The result of the study is clearly and empirically shown that the coursebook entitled When English
Rings the Bells does not support the students learning effectively in the class. The researcher has made note of
things need to be revised and improve. First, the material developer still has to consider and include grammar
item and grammar reference in the coursebook even the book is aimed to fit the objective of the curriculum.
However, students still need grammar references be put in the book to help them study independently. Second,
material developers must put the listening skill in it. There also should be a clear instruction for each task. As the
consequence, teachers must provide supplementary materials for the students.
The most significant criteria of the coursebook which is finally found as very poor for the students
learning process is the absence of sufficient input in form of reading input and listening input. This is the most
important aspect of teaching and learning English.
Therefore this study strongly suggests to the government to review and revised this coursebook for the
sake of students competency and education quality itself.

References
Alamri, Abdulrahman Ali M. 2008. An Evaluation of Sixth Grade English Language Textbook for Saudi Boy’s
School (a thesis). Kingdom of Saudi Arabia: King Saud University.
Cunningsworth, A. 1995. Choosing Your Course Book. Oxford: Heinemann.
Ellis, Rod. 1998. Evaluation of Communicative Task. UK: Cambridge University Press.
Hewings, M., and T Dudley-Evans. 1996 Evaluation and course design in EAP. Hertfordshire, UK: Prentice Hall
Macmillan.
Jones, Sarah. 2009. A Retrospective Evaluation of ELT Coursebook for a Korean University Conversation
Course. Korea.
Lawrence, Wong Pak W. 2011. Textbook Evaluation: A Framework for Evaluating the Fitness of the Hong Kong
New Secondary School (NSS) Curriculum. Hong Kong: City University of Hong Kong.
McDonough, J. and C. Shaw. 2013. Materials and Methods in ELT(third edition). Oxford: Balckwell.
Nemati, Azedah. 2009. Evaluation of an ESL English Coursebook: A Step towards Systematic Vocabulary
Evaluation. Karnataka, India: University of Mysore.
Neuman, W. Lawrence. 2006. Basic of Social Research: Qualitative and Quantitative Approaches (second
edition).Boston: Pearson Education Inc.
Rea-Dickins, P. and K. Germaine. 1992. Evaluation. Oxford: Oxford University Press
Richards, Jack C. 2001. Curriculum Development in Language Teaching. Singapore: Cambridge University
Press.
Sanders, J. R. 1992. Evaluating school programs: An educator’s guide. Newburry Park, CA: Corwin Press.
Weir, C., and J. Roberts. 1994. Evaluation in ELT. Oxford: Blackwell.
(http://kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-1).

st
The 61 TEFLIN International Conference, UNS Solo 2014 381
 GRAMMATICAL PROBLEMS ENCOUNTERED BY STUDENTS
IN TRANSLATING ENGLISH INTO INDONESIAN
AND INDONESIAN INTO ENGLISH

Thathit Manon Andini

University of Muhammadiyah Malang
bhsing06@yahoo.co.id

Abstract: In daily life, language has an important role in making the communication runs smoothly. Without
language, communication among the people in the society will not run well because the ideas of someone cannot
be transferred to another well. So it can be said that the main function of language is to make the communication
becomes smooth. Another function of language is to develop science and technology. The fact shows that the
books are mostly written in English. To overcome the problem, translation activities are badly needed. The
translators will try to translate well and their translation will be understandable for the readers. This research was
done to know (1) the grammatical problems faced by students in translating English into Indonesian and
Indonesian into English, (2) the solution taken by the students in translating.This research was descriptive
research. The data sources of this research are:1) Documents. The documents in this research is the translated
text by the students of English Department who takes translation class an optional subject. The source text is
determined by the researcher to get the similar text especially in the level of difficulties. The text is taken from
the standardized text. (2) Informants. The informants of this research are 30 students. The result of the research
shows that the students have difficulty, hence the problem, in lexis. The students had a little number of exposure
to culturally-bound word to express specific expressions. Concerning the strategies, the students made use of
various strategies (translation by omission, Translation using a loan word or borrowing, and translating using a
more general word) in solving the translations of the words they are not familiar with. The strategies, however,
do not always match with the context of the sentence. Based on data analysis, in translating English into
Indonesia, the words that became the students’ problems are basically the words that are infrequently used in
English. The students, who represented the high-ability students, also had problems in translating the words they
are not familiar with, including language- and culture-specific items. Based on the findings, it can be inferred
that the students still have difficulty, hence problems, in lexis (Nouns, Verbs, and Adverbs). Their problems
showed that they had a little number of vocabularyy in English. In translating Indonesia into English, the data
revealed two main areas of problems, namely morphology and syntax. In morphology, the students have
difficulty in declination. While in syntax, the problems exist in modification and predication. In modification, the
problem exists in noun phrases, while in predication, the problems occur in tense, aspect, voice and status. From
the students’ translation, it can be inferred that the translation strategies they used are omission, borrowing or
loan word and superordinate.

Keywords: Translation, grammar, syntax

The Background of Research

Translation is a target text written as a result of the translator’s comprehension of source text. As a
means of communication, the translation should be accurate, clear and natural and also should be there sameness
in meaning, parallelism in form.
To get a good translation, there are so many factors that should be remembered by translator. The two
important factors are linguistics factor that cover words, phrases, clauses and sentence; non-linguistic factors
cover the cultural knowledge on both source and target language culture (Nababan, 1999:20). Other difficulties
in translation are related to idiomatic expression because each of the language expresses its own culture where it
is used (Tarjana, 2000:2). Another one is noun phrase.
In translating text, there are so many aspects that should be remembered by translator. One of them is
mastering language both source language and target language. It is one of the reasons why the researcher
conducts the research related to the students’ grammatical problems related to the linguistic aspect in both
Indonesian and English language. By knowing the problems, the teacher will choose the most appropriate the
strategy how to solve the problem to get better students’ acquisition.

Research Problems
This research will be done to know (1) What kind of grammatical problems are encountered by students
in translating English into Indonesian and Indonesian into English? (2) What are the solutions taken by the
students in translating?

382 st
The 61 TEFLIN International Conference, UNS Solo 2014
Review Related Literature
1. The definition of translation
Translation is not only the transferring something written in source language into target language.
Munday (2000:4) says that the term translation itself has several meanings: it can refer to the product and the
process. The product involves the translated text and the process involves the translator changing an original
written text (source language) into written text (target language) in different verbal language.
Nida and Taber (1982:12) proposes a rather complete definition of translation. According to the two
experts, “Translating consisting of reproducing in the receptor language the closest natural equivalence of
source language message, first in terms of meaning and secondly in terms of style.” The definition proposed by
Nida and Taber contain some elements that should be taken into account by a translator in performing his/her
task: reproducing the message, equivalence, natural equivalence, closest equivalence, priority on meaning and
also style.

2. The Nature of Linguistic Meaning and Equivalence

The principle in translation is the sameness meaning in the source language (TL) and the target
language (TL). For the message to be ‘equivalent’ in ST and TT, the code-units will be different because they
belong to two different sign systems (language). Jakobson in Munday (2000:37) says that ‘Equivalence in
difference is the cardinal problem of language and the pivotal concern of linguistic.

3. Translator’s Competence
The work of translating is not only transferring them meaning from SL into TL. Besides the language
knowledge (SL and TL), the translator should posses cultural knowledge, language style used in SL and TL as
well as the process of translation. Nababan says (2004:70) that translators should be competent in (1) Language
competence, (2) Textual competence, (3) Subject competence, (4) Cultural competence, (5) Transfer
competence.

4. The Process of Translation.

The process of translation is one of the factors that is very important for the translator. In the process of
translations, translators do a series of actions in their attempt to transfer message of a source language into a
target language, Nida (1964) and Suryawinata ( 1982) see the translation process consists of three types of
activity: the analysis of source language text, (2) the transfer of content or meaning or message, and (3) the
restructuring in the target language.

The Purpose of The Research

Based on the research problems, the purpose of this research are (1) to identify and describe the
students’ grammatical problems in translating English into Indonesian and Indonesian into English (2) Identify
the way how they solve these problems.

Research Methodology
Research Design in this research is descriptive qualitative research. Descriptive qualitative research is
design to obtain information concerning the current status of phenomenon. It involves the description, recording,
analysis, and interpretation of conditions that exist. This research belongs to descriptive qualitative research,
since the data are information about students’ grammatical problems in translating Indonesian into English and
English into Indonesian language, and the way how they solve their problems.
Data sources of this research are documents ( the translated text by the students of English Department
who takes translation class an optional subject). The informants of this research is the students of English
Departments who are taking translation class. The students here is focused on those who are taking translation
class as optional subject.
In this research, the researcher used interactive data analysis. There are three steps in this model, they
are (1) reduction of data (2) presentation of data,(3) drawing conclusion or verification.

Findings and Discussion

This chapter presents findings and discussion about the problems encountered by the students in
translating from English into Indonesian and from Indonesian into English and the strategies to solve the
problems.
1. The Problems faced by the Students in Translating English into Indonesian.
The problems are assumed from the fact that each language has its own way in conveying message,
meaning that a language has certain characteristics which are not possessed by other languages. Therefore,
concerning with translation, since the translator should try to find the nearest equivalent in concepts or ideas in

st
The 61 TEFLIN International Conference, UNS Solo 2014 383
the Source Language (henceforth, SL) with those in the Target Language (TL), the structures or concepts which
are similar will be easy to translate; however, those which are different will result in difficulty. Such difficulty is
assumed to cause problems.

a. Nouns
The students have problems in translating nouns from English into Indonesian. The problems are
shown by improper translation, especially in translating nouns dealing with either ordinary words in terms of the
name of country, the concept of time, and also currency and culture- specific words.
Example 1: In Holland, skating is not looked upon a personal sport but as a national pastime.
The students have difficulty in translating the ordinary word dealing with the name of the country. The
students mistranslation of the word Holland by translating it into Belanda, and Holland. Although the word
Holland is an ordinary words, students mistranslation of the word. The proper translation is Negeri Belanda.
The description shows that the students still have difficulty in translating even ordinary words,
especially the words describing time, currency, and country, although the words have equivalent in Indonesian.
This difficulty is caused by the fact that the students still lack general knowledge.

b. Verbs
As in the case of nouns, verbs also result in difficulties, hence problems, for the students. The
difficulties are shown by improper translations made by the students in rendering either single or compound
verbs. It seems that the students do not take into account the context of the text and even they misunderstand
about the message conveyed by the writer.
Example 6: Even the Queen takes to the ice as soon as it is strong enough.
The nearest equivalent of the sentence is Bahkan Sang Ratupun ikut terjun ke es begitu esnya sudah
cukup keras. Students variously rendered the sentence into: Meskipun sang ratu mengambil seluruh es yang ada
sesegera mungkin, Meskipun sang ratu bermain dengan segera tetapi dia cukup kuat untuk melakukannya,
Bahkan ratu berada di es sekuat mungkin, and the like. The renderings show that the students misunderstand the
message conveyed by the writer.

c. Adverbs
The problem in translating from English into Indonesia dealing with adverb is the adverb of manner.
The problem is caused by inadequate syntactic function and meaning of the word in a sentence.
Example 10: When colder weather came, grownups would eagerly test the ice hour by hour.
The nearest equivalent of the sentence is Ketika cuaca yang lebih dingin tiba, kaum muda dengan
penuh semangat menguji es tersebut jam demi jam. The word eagerly is translated into dengan semangat in
Indonesia.

2. Translation Strategies
a. Translation by Omission
The students use this strategy in their effort at solving difficulty in translating a word. They just omit
the difficult word from the translated text. As a result, the message the text has is not fully conveyed in the
target language. Improper translation is the result. This kind of omission occurs in the translation of nouns,
verbs, and adverbs.
Example 1:(Source text): In fishing village, the men had little to do in the winter …. (Target text): Di desa-
desa, para lelaki tidak memiliki banyak pekerjaan di musim dingin.
As shown in the above examples, it is shown that the students omit the words on purpose. He does not
care that this results in reducing the message conveyed in the target language.

b. Translation Using a Loan Word or Borrowing

The students use this strategy when they translate the culture-specific word
Example :(Source text): In Holland, skating is not looked upon a personal sport but as a national pastime.(Target
text): Di Belanda, skating tidak hanya merupakan olah raga perorangan, melainkan telah menjadi sebuah olah
raga nasional.
The students translate the word skating into Skating in Indonesian, meaning that they do not make any
change to the word. They just borrow it from the source language. The borrowing also happens in the verb to
skate which is translated into berskating.

c. Translation Using a More General Word (Superordinate)

The students use this strategy in translating the following texts.

384 st
The 61 TEFLIN International Conference, UNS Solo 2014
Example 5: (Source text): … and so had plenty of time to be at the canal. (Target text): … dan mereka
menggunakan banyak waktunya untuk berada di saluran
The examples above show the use of superordinate in the target language compared to the source
language. In the example 5, the word “canal” is translated into saluran.
The discussion above show that the students mainly use three strategies namely omission, borrowing
and superordinate or general word.

3. The Problems faced by the Students in Translating Indonesian into English

a. Morphological Problems
Dealing with omission, the students do not give possessive marker of or ‘s. This is shown in the
following sentences Permukaan bumi yang dihuni umat manusia senantiasa mengalami perubahan. The phrase
permukaan bumi may be translated into the surface of the earth and the earth’s surface, but the students just
translate the phrase into the earth surface.
Therefore, it can be concluded that the problems concerning with omission of and ‘s are potentially
caused by the different possessive construction between Indonesian and English.

b. Syntactical Problems
The syntactical problems in this study appear in modification and predication. In modification, the
problems existing in noun phrases, while in predication, the problems occur in tense, aspect, voice and status.

c. Modification
In this study, the problems occur since the students make some omissions and improper word order and
give the wrong diction to the modifier. The omission , for example, occurs in translating the sentence Manusia
tidak pernah tahu dengan tepat bagaimana bumi tercipta. This sentence can be translated into Human beings
never know exactly how the earth was created. In this translation, a shift happens, where a word is shifted into a
phrase. It can be inferred that the problems are caused by the fact that there are some differences in the
systems existing in English and in Indonesian.

d. Predication
Predication here refers to the relationship between subject and predicate. So, there are two constituents
of a structure of predication, namely a subject and predicate (Nelson, 1958: 325). The problems are distributed
in four areas namely person, tense, modal, and voice.

c. Person
It seems that the students still have difficulty in a very basic knowledge in the concordance between a subject
and a predicate, especially in complex sentences. It is shown, for example in translating the sentence Permukaan
bumi yang dihuni umat manusia senantiasa mengalami perubahan. The students translated the sentence into The
surface of the earth which is occupied by human beings always change. The translation shows that the students
did not add –s to the verb change, although the subject is singular, namely the surface of the earth.

f. Tense
There are two tenses in all English verbs namely common tense (present tense) and the past tense,
except a few auxiliaries (ought, must). In this study, the students seemed to have problems in using tenses.
For example, in the sentence Manusia tidak pernah tahu dengan tepat
bagaimana bumi tercipta. The students translated the sentence into, for example Humans never know exactly
how the earth is created or has been made. These translations show that the students did not consider the past
tense. It is widely known that the creation of our earth happened in the past.

g. Mode
The students still have difficulty in translating sentences that make use of modal auxiliaries. Their
problems are shown by using sentences violating the rules in English. For example when they translated the
clause …. , maka manusia harus mengenalnya antara lain melalui geology. This clause can be translated into
Human beings must know it among other through geology. However, the students translated the phrase harus
mengenalnya into …. must being knowing ….., must recognized …., must be know….. and so on. The translation
show that the students still do not exactly understand the rules applied in modal auxiliaries.

h. Voice
In English, verbs can be active or passive voices. Passive voice consists of be + V + [-ed2]. For
example, They built a house can be changed into The house was built.

st
The 61 TEFLIN International Conference, UNS Solo 2014 385
 In this study, the students have various problems in translating passive sentences from Indonesian into
English, such as , omission of be, and improper verb forms. For example the omission of be occurs in
translating the clause ….. bagaimana bumi tercipta. It is best translated into …. How the earth was created.
But students translated it into ….how the earth created.

Conclusions
In translation English into Indonesia, the words that became the students’ problems are basically the
words that are infrequently used in English. The students, who represented the high-ability students, also had
problems in translating the words they are not familiar with, including language- and culture-specific items.
Based on the findings, it can be inferred that the students still have difficulty, hence problems, in lexis. Their
problems showed that they had a little number of vocabulary in English.
Concerning the strategies, the students made use of various strategies in solving the translation of the
words they are not familiar with. The strategies are omission, borrowing or loan word and superordinate.
However, they do not always match the context of sentence.
In translating Indonesian into English, the data reveal two main areas of problems, namely
morphology and syntax. In morphology, the students have difficulty in declination. While in syntax, the
problems exist in modification and predication. In modification, the problem exists in noun phrases, while in
predication, the problems occur in tense, aspect, voice and status. The conclusion is that the students have
deficiency on grammatical knowledge, especially on Noun Phrases, tenses, aspects, voices and status.

References
Baker, Mona. 1992. In Other Words. A Course Book on Translation. London: Routledge
Dollerup, Cay and Lindegard, Annete. 1994. Teaching Translation and Interpreting 2. Philadelphia: John
Benjamin Publishing Company.
Leonardi, Vanessa, 2003.Equivalence in Translation: Between Myth and Reality. Journal.
http:/accurapid.com/journal/14equiv.htm. (05/03/2003).
Machali, Rochayah. 2000. Pedoman Bagi Penerjemah.Jakarta: Grasindo
Press.

386 st
The 61 TEFLIN International Conference, UNS Solo 2014
 A PROTOTYPE FOR EFL LEARNERS: HOW TO USE DISCOURSE MARKERS
IN VARIOUS WRITING GENRES

Titik Rahayu
State University of Malang, Malang, East Java
fullstop_mandori@yahoo.com

Abstract: EFL learners tend to overuse, underuse and misuse discourse markers (DMs) either semantically or
stylistically although many available textbooks have listed DMs based on their categories. It is because the
textbooks do not specifically elaborate the DMs list with clear examples how to use them in a real text in relation
to various writing genres. In fact, DMs are considered to be a significant part of building cohesion and are
frequently used to enhance the quality of a piece of writing. Based on the current practice of English teaching,
learning DMs is not merely about memorization but the more important thing is how to use them in a real
writing context appropriately and purposively. Along with this issue, writers have to develop a book dealing with
how to make learners trouble-free to interpret and comprehend the use of DMs. Therefore, I develop a prototype
for EFL learners on how to use DMs in a particular text with various writing genres. A prototype here contains
some chapters of DMs materials including the DMs list and the concrete employment of them in a particular
genre for supporting EFL teachers and learners in writing activities.

Keywords: discourse markers, books, prototype, writing genres, writing

Some researchers have investigated the use of DMs either in oral context (Tagliamonte, 2005; Tree &
Schrock, 1999) or written compositions (Biber, Conrad, & Cortess, 2004; Jalilifar, 2008). Furthermore, some
studies have focused on investigating DMs in building quality of a text (Dan-ni & Zheng, 2010; Ghasemi, 2013;
Leo, 2012). Some research has found that DMs can enhance the quality of a piece of writing if they used
purposively and appropriately (Jalilifar, 2008: 114). DMs are connected to building cohesion of a text as well as
coherence. In writing assessment, cohesion is considered as a main aspect to reflect the well organization of a
text. Cohesion promotes a tie between ideas in discourse and each sentence written in the text that builds a
unified concept (Bennui, 2008; Fakuade & Sharudama, 2012; Hinkel, 2004, p. 279). Furthermore, DMs are very
helpful for writers since the semantic relations have roles to provide clues for the writers to determine the
interrelated among ideas of a text. The absence of DMs in a text vanishes the explicit information of the
coherence among ideas (Tree & Schrock, 1999).
In fact, students’ problems in using DMs are obvious since they are EFL writers who have different
interpretation and comprehension on using various DMs on their essays. The obstacles they have are overusing
or underusing, and misusing DMs (Aidinlou & Mehr, 2012). The phenomenon of the students in using DMs
declines the quality of their writing. Ghasemi’s finding (2013) showed that the students are able to use various
kinds of DMs but they still have problems in using DMs in which they tend to use numerous connectives without
discerning the semantic differences among them, for example using on the contrary instead of however, and also
overusing connectives. Dan-ni and Zeng (2010) did research on DMs and their findings revealed the tendency of
students to misuse some DMs. For instance, Chinese learners are confused with the differences between “on the
other hand” and “otherwise”, “at last” and “later”, “on the contrary” and “in contrast”.
In accordance with the previous studies which have revealed common problems experienced by EFL
learners in a writing process using DMs, the present study aims to focus on giving a solution for the problems by
developing a prototype of the use of DMs in various genres for EFL learners especially expository essays and
argumentative essays. The different results of the frequency of certain features of DMs occurring in EFL
students’ essays (Aidinlou & Mehr, 2012; Dan-ni & Zeng, 2010; Ghasemi, 2013) show that various writing
genres may cause the different results of what DMs that frequently occur. Thus, this study responds to the trends
by reviewing some research related to DMs and writing genres, exploring teaching DMs in current practice
including obstacles and solutions, and showing an implication of the solutions which is a book about how to use
DMs as an exposure to EFL learners. As an outcome of this article, there is a prototype that can be utilized as a
model for developing a book of DMs.

Discourse Markers and Writing Genres in Writing: Theoretical Perspective

DMs are used both in oral and writing texts as features to connect two discourse segments (Fraser,
1999, p. 938). DMs in writing tend to be more formal than they used in a spoken context. For instance, “I mean”
or “Oh” which are commonly used in spoken discourse are considered “inappropriate” to be used in writing
discourse. DMs have a broad meaning that includes several definitions. Fraser (1999) elaborated that DMs

st
The 61 TEFLIN International Conference, UNS Solo 2014 387
include conjunction, adverbs, and prepositional phrases. A discourse marker plays a role as a subordinate
conjunction which means it cannot stand by itself. Correspondingly, he divided three main classes of DMs
generally used both in oral and written context: contrastive, elaborative, and inferential markers.
DMs are the key features to improve quality of writing. It gives some clues to the flow of writing. The
inexistence of DMs in a piece of writing influences on the quality of the related text. Although in some cases the
overuse of DMs decreases the quality of a text, the markers cannot be considered as unimportant elements in
writing. Ghasemi (2013) divides the correlation between the use of cohesive devices and the quality of the
writing into several points and analyzed through different views. The first view is in relation with the writing
compositions. Accordingly, the positive relationship was shown in the relationship between the quality of the
compositions and the number of DMs being used. On the contrary, Dastjerdi and Samian (2011) did not support
the concept of the relationship between the number of DMs and the quality of writing although the students use
various kinds of DMs in their argumentative writing. According to their finding, EFL Iranian learners used DMs
inappropriately. From the several findings related to the function of DMs in increasing the quality of writing, it
can be concluded that DMs should be used purposively and appropriately in order to gain the quality of writing.
Using DMs in writing context cannot be separated from the writing genres. Since in junior high schools,
students have been introduced with various writing genres. For tertiary levels, the students start to develop more
complex essays. Ghasemi (2013) mentions three kinds of genres in his investigation with college students as his
subjects: argumentative, descriptive, and expositions. The features of each writing genre somehow are different
from one another. It has its own style and brings some characteristics which ease readers to identify the mode of
the text. One of some features specializes each type is a discourse marker. Writing genres identically present
certain markers in order to convey the clarity of the ideas. For instance, the elaborative markers “besides,
furthermore, moreover” are frequently used in expositions (Martinez, 2004). Moreover, the markers “but, on the
contrary” are usually applied in argumentative texts.

Teaching Discourse Markers in EFL Writing: Obstacles and Suggestions

The current teaching process promotes communicative language teaching in which learners use
language in real communication both in writing and speaking. The demand of the good ability in using English
communicatively should be improved in writing. The quality of students’ writing should be increased by
considering that writing a text communicatively is the main purpose. In relation to this demand, the use of DMs
is the key to make the ideas of the text united syntactically and to convey the ideas successfully to the readers
because the function of DMs as a sign to know the connection between the previous segment and the next
segment.
In Indonesia, the exposure to writing is limited (Widodo, 2007). Teaching in the classroom and
provided books mostly cover speaking and grammars. Hence, EFL learners do not understand the importance of
DMs in determining their writing quality. They need to be familiar with DMs including the meaning, the
application in a real text, and adequate practices to use them. Furthermore, EFL learners in tertiary levels highly
need an exposure to the use of DMs in writing context as well as sufficient practices in various writing genres
(Reppen, 1995). It helps them to identify the difference function of each DM in connecting ideas. They also
should know that the use of DMs is differentiated into two types that are oral and written type which have
different characteristics. As stated before that the quality of the usage of DMs in increasing the quality of their
writing is various depending on the type of writing, students should understand that each genre has a specific
characteristic in using DMs.
In the EFL writing context, teaching DMs is not a focus. Most teachers and students majorly focus on
grammar and organization (Lestari, 2008). In fact, the use of discourse markers is significant to be learned by
EFL learners along with the clarity of the ideas (Hinkel, 2004). Thus, students should be promoted into the use
of DMs. The role of teacher to overcome the quality of students’ writing is by building students’ understanding
that DMs enhance their writing quality as long as DMs are used appropriately and purposively (Tehrani &
Dastjerdi, 2012). The actions of improving students’ awareness on this area surely motivate students to learn
DMs intensively.
The major problem when facing teaching writing in the class is time-consuming. Consequently, teachers
have difficulties to manage materials taught in the classroom. In fact, students do not feel sufficient to learn all
the writing knowledge in the writing class. There are many elements of writing that are needed to be learned by
themselves. It is related to the current teaching-learning process which promotes independent learning in which
teachers decrease their role as the only source of knowledge (Brown, 2007). In accordance with this issue,
students need profound exposures related to DMs. As suggested by (Sabet, Khodabandehlou, & Jahandar, 2013),
students’ problems on overusing or misusing DMs should be solved by a complete book which specifically
explores the use of DMs with a real example. According to what the current theory of teaching promotes,
students need to learn independently. Therefore, a book how to use DMs is a solution to the students’ problems
in using DMs.

388 st
The 61 TEFLIN International Conference, UNS Solo 2014
Developing a Book on the Use of Discourse Markers: An Exposure for EFL Learners
As the implication for the necessity of EFL learners to get sufficient exposures to the use of DMs in
various genres, developing a suitable book is the effective solution. Therefore, I propose a prototype of using
DMs in writing for EFL learners, especially for those who are in tertiary levels. In this level, essays that are
mostly taught are expository and argumentative essays. Because EFL learners have been familiar with various
genres since secondary levels, the topics are developed based on writing genres which means a functional
syllabus is applied (Raimes, 1995). The topics include expository essays and argumentative essays. From those
topics, DMs are explored through explanation and practices.
Three elements that become my consideration in developing this prototype are goal and organization,
content, and suitability (Lee, as cited in Widodo, 2007, p.111). The goal of the prototype is to help EFL learners
who enter in tertiary level with materials of using DMs. The prototype is organized from the easier one to the
more difficult one, for instance by providing the explanation of DMs, defining the type of an essay, providing
examples and practices of DMs by which the use of DMs is explored deeply. Thus, they can learn independently.
The prototype is completed with adequate practices to provide them experiences in applying DMs into a text,
and to develop learners’ comprehension. The most important element is the content of the prototype which is
relevant to the goal and the subject. Because the subject is tertiary levels in various studies, the topics for the
essay are free, for example scientific topics or social topics. The suitability can be achieved by the
appropriateness of contents and practices with the needs of EFL learners which are specific materials of DMs
and also real practices to enhance their skills in using DMs in writing context. As learners will use this prototype
independently, self-assessment is provided in order to measure their improvement on every unit they have been
completed. The assessment includes the learners’ progress and problems in learning the materials.

Conclusion
The importance of DMs in enhancing students’ writing quality is the reason why DMs should be
promoted as an important material in writing. Related to DMs materials, a textbook which specifically focuses
on learning DMs is significant to be provided for EFL students since it can be an exposure to the real application
of DMs. Because this article only provides a prototype of using DMs, for further study, there should be more
research on the development of a complete book focusing on DMs for EFL learners.

References
Aidinlou, A. N. & Mehr, H. S. (2012). The effect of discourse markers instruction on EFL learners’ writing.
World Journal of Education, 2 (2), 10-16.
Bennui, P. (2008). A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT
Research, 4, 72-102. www.melta.org.my
Biber, D., Conrad, S. & Cortes, V. (2004). If you look at …: Lexical bundles in university teaching and books.
Applied Linguistics, 25 (3), 371-405.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language Pedagogy (third edition).
White Plains, NY: Pearson Education.
Dan-ni, S. & Zheng, C. (2010). Analyzing the micro coherence in English writing and implications for the
teaching of English writing. Sino-US English Teaching, 7 (12), 7-10.
Dastjerdi, H. V. & Samian, S. H. (2011). Quality of Iranian EFL learners’ argumentative essays: Cohesive
devices in focus. Mediterranean Journal of Social Sciences, 2 (2), 65-76.
Fakuade, G. & Sharudama, E. C. (2012). A comparative analysis of variations in cohesive devices in
professional and popularized legal texts. British Journal of Arts and Social Sciences, 4 (2), 300-318.
Fraser, B. (1999). What are discourse markers?. Journal of Pragmatics, 31, 931-952.
Ghasemi, M. (2013). An investigation into the use of cohesive devices in second language writings. Theory and
Practice in Language Studies, 3 (9), 1615-1623.
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah:
Lawrence Erlbaum Associates.
Jalilifar, A. (2008). Discourse markers in composition writings: The case of Iranian learners of English as a
foreign language. English Language Teaching, 1 (2), 114-122. www.ccsnet.org/journal.html
Leo, K. (2012). Investigating cohesion and coherence discourse strategies of Chinese students with varied
lengths of residence in Canada. TESL Canada Journal, 29 (6), 157-179.
Lestari, L. A. (2008). The interactional approach to the teaching of writing and its implications for second
language acquisition. TEFLIN Journal, 19 (1), 42-56.
Raimes, A. (1995). Ten steps in planning a writing course and training teachers of writing. In J. C. Richards &
W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice. (pp. 306-
314). Cambridge, UK: Cambridge University Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 389
Reppen, R. (1995). A genre-based approach to content writing construction. In J. C. Richards & W. A. Renandya
(Eds.), Methodology in language teaching: An anthology of current practice. (pp. 321-327). Cambridge,
UK: Cambridge University Press.
Sabet, A. F., Khodabandehlou, M. & Jahandar, S. (2013). the impact of instructing discourse markers (cohesive
devices) on Iranian EFL learner’s reading comprehension ability. Indian Journal of Fundamental and
Applied Life Science, 3 (3), 273-280.
Tagliamonte, S. (2005). So Who? Like How? Just What? Discourse markers in the conversations of young
Canadians. Journal of Pragmatics, 37, 1896-1915. www.elsevier.com/locate/pragma
Tehrani, A. R. & Dastjerdi, H. V. (2012). The pedagogical impact of discourse markers in the lecture genre: EFL
learners’ writings in focus. Journal of Language Teaching and Research, 3 (3), 423-429.
Tree, J. E. F. & Schrock, J. C. (1999). Discourse markers in spontaneous speech: Oh what a difference an Oh
makes. Journal of Memory and Language, 40, 280–295.
Widodo, H. P. (2007). Textbook analysis on college academic writing. TEFLIN Journal, 18 (2), 109-122.

390 st
The 61 TEFLIN International Conference, UNS Solo 2014
 WRITING TO ‘NEGOTIATE’ VERSUS FOR WRITING TO ‘REPORT’

Widhiyanto
Semarang State University
(DIKTI Scholarship grantee at University of Wollongong)

Abstract: This paper compares the linguistic features found in undergraduate theses written by students coming
from different linguistic backgrounds and contexts, a native-English (Honours) and an Indonesian student. It
reports a part of a study investigating ways students construct and negotiate interpersonal meanings to establish
and maintain interpersonally oriented argumentation throughout the various stages in their theses. The study is
underpinned by theories of APPRAISAL and of genre pedagogy of Systemic Functional Linguistics (SFL).
However, this paper merely explains the ways students employ linguistic choices to establish discipline-related
meanings, engage with others and assume authority. The data involve resources in the level of discourse
semantic and are analyzed through ATTITUDE, ENGAGEMENT and GRADUATION systems. The Honours
student tends to employ the resources in developed ways. Complex negotiations with external sources overlay
her text in “bringing in”, evaluating, and integrating them in developing her arguments. In contrast, the
Indonesian student seems to pay little attention to the resources and merely report what she did in her research.
External sources tend simply to support her argument without evaluating them critically. Accordingly,
Indonesian students need to be explicitly exposed to and taught the ways to engage with external sources and
deploy them appropriately.

Introduction
This paper forms a part of a larger research project. The project itself aims to understand how students
coming from different linguistic backgrounds and contexts diversely establish and maintain interpersonally
oriented argumentation throughout the various stages of their thesis. It denotes a more pedagogical motivation as
it has been based on a concern that students in the Indonesian EFL (English as a Foreign Language) context
experience difficulties in bringing in and negotiating with others in their academic texts. The project is generally
divided into two parts: seeing writing as negotiation--the application of the interpersonal language for
negotiating meanings and as stage goal-oriented argumentation—adoption of the academic genre. The data were
taken from two theses written by an Honours student from an Australian university and a high-graded student
from an Indonesian university (English department). These texts were analyzed to see how they differ in
developing argumentation throughout the stages of the theses genre. The analysis has been shaped by the theory
of APPRAISAL (Martin, 2000; Martin & White, 2005; White, 2003) and of genre-pedagogy (Martin, 1992,
2009; Martin & Rose, 2007; Rose, 2006).
However, this paper discusses merely a half of the project. It compares the use of interpersonal
language in negotiating stance towards the material they write, the readers whom they communicate, and other
writers who hold those positions (Martin & White, 2005; White, 2003) throughout the texts. It aims particularly
at explaining how the two students differ in making use of the resources to establish discipline-related meanings,
engage with others and assume authority. It deals with how students as prospective members of an academic
community negotiate meanings to generate new knowledge. This means that they begin to join a new discourse
community—a group of people observing and sharing certain conventions and expectations, and negotiating
meanings within these conventions and expectations to pursue the same goals (Borg, 2003; Lee, 2006; Swales,
1990). Here, each student has to take on new roles and to engage with knowledge in new ways (Hood, 2004,
2010; Hyland & Hamp-Lyons, 2002). This negotiation—the 'dialogue’, requires students to observe the norms of
the community. So, in the context of the current study, writing theses is essentially responding to what others
have previously written (Martin & White, 2005; White, 1998), within certain academic norms and expectations.
However, in the context of novice writers, the case often becomes a real problem, as they sometimes do not
observe the contextually specific requirements the academic community has established (Lee, 2006). In the
Indonesian context, the problem becomes even worse. Entering higher education often means adopting and
adapting a new way of learning. Writing subject has even become nightmare, for both students and tutors. These
indicate how demanding English academic writing for non-native speaker of English are.

Academic writing: reporting or (and) negotiating

There has been a change in the view of academic writing. It was often portrayed as a compilation of
clauses and clause-complexes, which are usually impersonal. They represented none but the truth and/or facts
found in research. Student writers were commonly trained to detach themselves from what they wrote. Many
academic references suggested students to write academically unbiased, informational and impersonal (Hyland,
1994). However, during the last three decades or so, there have been general considerations on how academic

st
The 61 TEFLIN International Conference, UNS Solo 2014 391
writing has been portrayed as embodying negotiation between the writer and the readers (e.g. Hyland, 2004a,
2004b, 2005; Martin & White, 2005; Thompson, 2001; White, 2003). Writing is considered as social
engagement, that is, the interaction between the writer and the reader and the writer and other sources (e.g.
Hyland, 2004b, 2005; Thompson, 2001). The interaction in the academic text can draw on interactive recourses
(guiding the readers through the text) and interactional resources (involving readers in the development of the
texts) (Thompson, 2001). Drawing on Volosinov's(1973, p. 95) dialogic perspective, White (2003) offers a
framework for analysing the linguistic resources of intersubjective positioning. He suggests that all the resources
"provide the means for speakers/writers to take a stance towards the various points-of-view or social positioning
being referenced by the text and thereby to position themselves withrespect to the other social subjects who hold
those positions" (2003, p. 259). In the Indonesian context, there has been a problem. Research has shown that
Indonesian students, even in postgraduate degrees, have been confronted with difficulties in becoming academic
researchers and in presenting their research in an acceptable academic discourse (e.g. Cahyono, 2000; Holliday,
2001). Student writers often face problems such as take on new roles and to engage with knowledge in new
ways, constructing texts which constitute unfamiliar and unlearnt language (Hood, 2004). However, the
Indonesian 2004 genre-based pedagogy has attempted to cope with such problems. Since then, schools and
universities have attempted to adopt Australian Genre-based pedagogy. Students are trained to write following
the stages and purpose of each text and engage with the readers and other texts. Emilia (2005) claims that genre-
based pedagogy has enhanced the written academic discourse practices especially in students’ performance in
their argumentative skills.

Negotiation meanings: APPRAISAL System

APPRAISAL theory deals with the roles of interpersonal language in texts. It lies under SFL that view
language as resource for meaning making. It provides a comprehensive account of the linguistic resources in
which writer may use to take intersubjective stance (Martin, 2000; Martin & Rose, 2007; Martin & White, 2005;
White, 1998, 2003). It details the SFL discussions on interpersonal meaning by breaking it down into three
elements that comprise the linguistic realizations of feelings, emotions and opinions (ATTITUDE), the
amplification or toning down subjective values (GRADUATION), and the resources to engage with others by
taking intersubjective positioning (ENGAGEMENT) (Martin, 2000; Martin & Rose, 2007; Martin & White,
2005; White, 1998). This theory has been outlined in a number of studies in academic texts [see for example,
Hood (2004, 2006), Lee (2006)] and mass media [e.g. White (1998, 2003, 2006)]. Moreover, as in SFL, it
considers texts as units of analysis and suggests the analysis of the texts should remain in the discourse
semanticlevel. (For further reading see Martin, 2000, 2003; Martin & Rose, 2007; Martin & White, 2005)

Negotiation in Honours thesis

The honours thesis depicts a well-developed negotiation between the writer and others. Prudently
employing interpersonal linguistic resources she introduces and warrants the research, seeks and develops the
space of the research (Kwan, 2006), explicats the methodology, analyzes the data and presents the findings. In
introducing the research, she directs readers to the focus of the study and frames their expectations towards what
and how to read the research. Most clauses are bare assertion—positive declarative in the mood: monoglossic.
The clauses used indicate that she has to say so in the very beginning of the stage as there might be no prior
context for what to say (Halliday & Matthiessen, 2004, p. 58). Multiple types of engagement with others, which
carefully negotiate stance and voices, have started to play since this early stage. She seems to smoothly drive
others to follow her argument. To warrant her research, she then positions the research among the crowd. She
employs various types of clauses as she engages in various contexts throughout the discussions. She begins by
declaring her claim how controversial the field of the study is, and develops her argument by illustrating how the
dispute has intensified. Then she positions her own stand among other voices. Negative values, which are
directly collided against the positive ones, seem to dominate the discussion. Having got the space, she then
explains the details of her research. Finally, she identifies and admits some limitations, but offers solutions to
each of them.
To seek and develop the space for the research, the writer develops arguments to warrant the research.
The stage is for the writer to displays her awareness and familiarity to the field and the norms of discourse
community. She reviews the literature to identify what has been done in the research and what the strengths and
weaknesses of those studies are; to prevent duplication of research; to avoid a fault of the previous research; to
promote her own research and research design, and to locate a gap from the previous research and help them
occupy the gap (Hart, 1998, 2001). Multiple monoglossic and heteroglossic clauses are in play in this stage. The
writer seems to limit her use of ATTITUDE and GRADUATION but of more ENGAGEMENT resources. She
tends, in many cases, to use more dialogic expansion clauses than contraction, with finally states her own stance.
Attributive clauses which play to acknowledge other positions spread across the stage. Countering as dialogic
contraction also frequently used to balance the argument. She often displays all the voices and then states her

392 st
The 61 TEFLIN International Conference, UNS Solo 2014
own by smoothly countering them. She tends not to show her alignment obviously but portraying it with her
logical aligning arguments.
To explicate the methodology, she presents her arguments supported by acknowledging others.
Monoglosic clauses tend to lead the stage as it deals with what she did in her research. These clauses are
supported either with data or others’ voices. The stage seems to be more one way negotiation in which she
explains what, why, where, how and when she did the research.
Complex negotiations cover the analysis of the data and the findings. In this last stage, the writer
recounts what has previously discussed, justifies the presentation, summarizes the findings, analyzes the data,
and discusses them all. For all of these, dialogic expansive and contractive clauses are in play throughout the
stage. The ATTITUDE and GRADUATION are also in action. Finally in general, this text has portrayed
efficient negotiations between the writer and the readers and the writer and the sources: other positions and
voices.

Negotiation in Indonesian thesis

The Indonesian thesis portrays a relatively poor negotiation between the writer and the readers, and the
writer and the sources. As in the findings of my previous study (Widhiyanto, 2012), this student inadequately
employs interpersonal linguistic resources in negotiating meanings. She seems to try to meet the stages of the
thesis genre; yet what she writes is more structural than functional features of it. In general, she employed more
monoglossic clauses in which some of them are inappropriately used and limited types of heteroglossic ones. She
seems to be so confident with her argument, or, she perhaps unknowingly assumes others to know well her
research.
In introducing her research, she seems to talk to herself and/or the readers who really understand her
study. As found in the Honours thesis, most clauses are bare assertion—positive declarative in mood:
monoglossic. Yet, the heteroglossic clauses, mostly dialogic contracting, are used to support her argument. The
clauses used indicate that she might be confidence with her argument, or does not let negotiation to happen.
They might also indicate that she unknowingly does not recognize the importance of acknowledging others in
academic community. This often happens with inexperienced student writers (Derewianka, 2007).
The review of related literature remains similar to the previous stage. The writer applies the same
strategy by relying more on monoglosic clauses and employing limited negotiation with others. The
heteroglossic clauses used are mostly to support her argument, without evaluating other positions critically.
There is no clear argument about what she tries to depict in the review. She often portrays her position counting
on well developed theories. Her voice is influenced by others without necessarily entering into a critical dialogue
with them.
The writer explains the methodology in similar way to the previous stages. Monoglossic clauses spread
throughout the stage as it plays to recount and warrant her methods. She similarly presents her arguments
supported merely by others positions. It seems to be relatively similar to the way honours does: one way
negotiation, in which she explains her own research.
Relatively more developed negotiations complete the analysis of the data and the findings. As in
honours, the writer recounts what has previously discussed, justifies the presentation, summarizes the findings,
analyzes the data, and discusses them all. However, critical analysis and evaluation are not easily found in this
stage. The majority of clauses are still monoglossic, with some heteroglossic ones that play more to narrow the
space by excluding other dialogic alternatives with others. In general, this text has portrayed insufficient
negotiations between the writer and the readers and the writer and the sources: other positions and voices

Conclusion
The results show that the native-English student writer tends to mutually engage with readers
throughout her writing in particular ways. The complex negotiation with external academic sources includes
“bringing them in”, tactically evaluating them, and thoughtfully integrating them in the argument as it develops.
In contrast, the Indonesian student writer tends to report what she has done in her research and pay little attention
to the readers’ presence and other voices. She employs external sources to merely support her argument without
critically evaluating them. Pedagogically, these suggest that Indonesian student writers need to be explicitly
exposed to and taught the ways to engage with outside sources as well as the readers and deploy linguistic
resources appropriately and efficiently.

References
Borg, E. (2003). Discourse community. ELT Journal, 57(4), 398-400. doi: 10.1093/elt/57.4.398
Cahyono, B. Y. (2000). The Overall Proficiency in English Composition of Indonesian University Students of
EFL. TEFLIN Journal, 11(1).

st
The 61 TEFLIN International Conference, UNS Solo 2014 393
Derewianka, B. (2007). Using appraisal theory to track interpersonal development in adolescent academic
writing. In A. McCabe, M. O’Donnell & R. Whittaker (Eds.), Advances in Language and Education
(pp. 142–165.). London and New York: Continuum.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An Introduction to Functional Grammar Third Edition
(Third ed.): Hodder Arnold.
Hart, C. (1998). Doing a literature review: releasing the social science research imagination. London: SAGE.
Hart, C. (2001). Doing a literature search: a comprehensive guide for the social sciences. Thousand Oaks, Calif:
Sage.
Holliday, L. (2001). Thesis and Research Writing In English By Indonesian Higher Degree Students. TEFLIN
Journal, 12(1).
Hood, S. (2004). Appraising Research: Taking a stance in academic writing. (Doctor of Philosophy), University
of Technology, Sydney, Sydney. Retrieved from http://www.grammatics.com/appraisal/hoodS-phd-
links.htm
Hood, S. (2006). The persuasive power of prosodies: Radiating values in academic writing. Journal of English
for Academic Purposes, 5(1), 37-49.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing (fIRST ed.). Hampshire: PALGRAVE
MACMILLAN.
Hyland, K. (1994). Hedging in academic writing and EAF textbooks. English for Specific Purposes, 13(3), 239-
256. doi: 10.1016/0889-4906(94)90004-3
Hyland, K. (2004a). Disciplinary discourse: Social interactions in academic writing (Michigan Clasic Edition
ed.). Michigan: The University of Michigan Press.
Hyland, K. (2004b). Disciplinary interactions: Metadiscourse in L2 postgraduate writing. Journal of Second
Language Writing, 13(2), 133-151. doi: 10.1016/j.jslw.2004.02.001
Hyland, K. (2005). Stance and engagement: a model of interaction in academic discourse. Discourse Studies,
7(2), 173-192. doi: 10.1177/1461445605050365
Hyland, K., & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes,
1(1), 1-12. doi: 10.1016/s1475-1585(02)00002-4
Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics.
English for Specific Purposes, 25(1), 30-55.
Lee, S. H. (2006). The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and
Australian tertiary students. (Doctor of Philosophy (PhD) Online), University of Sydney, Sydney.
Retrieved from http://hdl.handle.net/2123/1285
Martin, J. R. (1992). English text: system and structure. Philadelphia: John Benjamins Pub. Co.
Martin, J. R. (2000). Beyond Exchange: APPRAISAL System in English. In S. Hunston & G. Thompson (Eds.),
Evaluation in Text: Authorial Stance and the Construction of Discourse. Oxford: Oxford University
Press.
Martin, J. R. (2003). Introduction. Text, 23(2), 171.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education,
20(1). doi: 10.1016/j.linged.2009.01.003
Martin, J. R., & Rose, D. (2007). Working with discourse: meaning beyond the clause. New York: Continuum.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: appraisal in English. New York: Palgrave
Macmillan.
Rose, D. (2006). Reading genre: a new wave of analysis. Linguistics & the Human Sciences, 2(2), 185-204. doi:
10.1558/lhs.v2i2.185
Swales, J. M. (1990). Genre analysis. Cambridge, MA: Cambridge University Press.
Thompson, G. (2001). Interaction in academic writing: learning to argue with the reader. Applied Linguistics,
22(1), 58-78. doi: 10.1093/applin/22.1.58
Volosinov, V. N. (1973). Marxism and The Philosophy of Language (L. Matejka & I. R. Titunik, Trans.). New
York: Seminar Press.
White, P. R. R. (1998). Telling Media Tales: the news story as rhetoric. (Doctor of Philosophy), University of
Sydney, Sydney. Retrieved from http://grammatics.com/appraisal/whiteprr_phd.html
White, P. R. R. (2003). Beyond modality and hedging:A dialogic view of the language of intersubjective stance.
Text, 23(2), 259.
White, P. R. R. (2006). Evaluative Semantics and Ideological Positioning in Journalistic Discourse. In I. e.
Lassen (Ed.), Image and Ideology in the Mass Media (pp. 45- 73 ). Amsterdam/Philadelphia: John
Benjamins.
Widhiyanto. (2012). Engaging with others by establishing academic stance inn the context of English as a
Foreign Language. Paper presented at the The 39th International Systemic Functional Congress,
Sydney.

394 st
The 61 TEFLIN International Conference, UNS Solo 2014
Biodata
Widhiyanto is a lecturer at Semarang State University. He is currently studying at the Faculty of Social Science
University of Wollongong for his doctoral degree under DGHE (DIKTI) Scholarship. He has presented his paper
in TEFLIN, ASFLI, ISFC39, ASFLA, and other conferences. His research interests include SFL, discourse
analysis and academic writing.

st
The 61 TEFLIN International Conference, UNS Solo 2014 395
 INCORPORATING CULTURE IN DEVELOPING ENGLISH TEXTBOOK
THROUGH THEME-BASED APPROACH

Winarti
Maulana Malik Ibrahim State Islamic University, Malang

Abstract: It is a common belief that language and culture are closely related. Language used in certain society
reflects the values shared by the people in that society. Culture is therefore a key component in language
teaching. When people learn a foreign language, they will inevitably learn the culture of the target language. It is
proved by the result of review in this paper that culture and language are inseparable in foreign language
teaching. Moreover, this paper argues that culture introduction is an effective way to promote students’ cultural
awareness and language proficiency. The result of the related review also indicates that an attempt is required to
relate culture into teaching and learning process. Then, English textbooks as the major source for the students in
learning English is important media in incorporating culture component into teaching and learning English. One
of the approaches deals with incorporating culture in English textbook is by using theme-based approach in
which it enables all the components of the English language curriculum listening, speaking, reading, writing,
drama, vocabulary, grammar and so on to be logically linked, integrated, and thus inter-supportive. A review of
additional studies demonstrated both local and target culture introduction can be achieved through theme-based
approach in developing English textbook. The purpose of this critical review is to give elaborated insight in
incorporating culture in developing textbook.

Keywords: culture, english textbook, theme-based approach

This critical review paper aims to examine the importance of incorporating cultural element in teaching
English as foreign language especially culture introduction embedded in foreign language textbooks. The
analysis of Zu and Kong in their Canadian Center of Science and Education Journal (Vol. 2, No. 1, March 2009)
is used as the major reference. Zu and Kong tried to analyze the main approaches to culture introduction in
foreign language textbooks entitled Learning English which is used in teaching English as foreign language in
China. They emphasized the importance of incorporating culture in teaching and learning process. Further, they
pointed out that Language teachers in this global age should realize that they are responsible for helping students
to communicate cross-culturally. However, they also reminded that despite integrating the target culture in ELT,
the local-culture should not be neglected, so as to make students proud of their own culture yet aware of the
cultural differences that exist between their home and target culture. Based on their study, they found that there
were two approaches dealing with culture introduction in English textbook, namely: direct and indirect
introduction. Therefore, in developing material especially textbook for foreign language learner textbook writer
can lead a way by incorporating culture awareness raising material and use the approaches as Zu and Kong have
been found in their study.
This critical review paper initially discusses the finding of Zu and Kong’s concern about the inseparable
between culture and language in learning foreign language. It then briefly presents crucial role of English
textbook as means of introducing culture. Next, the finding of Zu and Kong’s study about two approaches in
incorporating culture in textbook is tried to be discussed clearly. In this case, theme-based approach is used to
support their study.

Textbooks and Culture

As we can see from the fact above majority of language teacher and learner make aware of the
significant role of culture in teaching and learning foreign language; however, they are still in need of
appropriate cultural materials that could provide a comprehensive picture of cultural knowledge required to
conduct communication fluency and accurately. Abdullah and Kumari (2006) stated that a textbook can be a
major source of cultural elements besides providing linguistic and topical contents which necessarily reflect the
ideology inherent in the ESL context of a particular circle. Textbooks across the world are of different cultural
orientations; whether they are based on source cultures, target culture or international target cultures. Source
cultures refer to learners’ own culture, target culture is the culture in which the target language is used as a first
language while international target cultures refer to various cultures in English, or non-English-speaking
countries which use English as an international language.
According to the finding of analysis of a set of English textbook, Zu and Kong found that there some
cultural features that should be included in English textbook for EFL. First, the textbook should present a wider

396 st
The 61 TEFLIN International Conference, UNS Solo 2014
range of cultural topic. The different topic is presented in each unit of the book with concerning with the western
culture, or at least a reflection of them which are certain to be of interest to learners and at students’ level. The
topic can be about everyday life, leisure, family relationship, social custom, hot issues of contemporary society,
etc. moreover, they can provide opportunities for expanding students’ experience in general. Second, the
textbook should offer various activities or tasks in each topic to be discussed since it provides a great deal of
opportunities for the students to become aware of values, pattern of culture. The activities include pair-work,
group discussion, role play, interviewing, etc.

Effective English Textbook

It is important to examine about the effective English textbook containing cultural element to reveal
whether the result of Zu and Kong study on cultural characteristics of English textbook are strong finding. In his
article, Crawford (2002) stated that effective textbooks are likely to reflect the following characteristics. First,
textbook must contextualize the language the present. It means that language whether it is input or learner output
should emerge from the context in which it occurs. Therefore, the book writer must provide meaningful and
familiar context in textbook materials for the learner to help them use language as media of communication.
Second, the materials should emphasize the purposeful use of language without ignoring the important of form
of language. Third, the materials need to be authentic and realistic rather than contrived and artificial language
materials. The more realistic the language, the more easily it can cater to the range of proficiency levels found in
many classes. Then, materials need to be flexible enough to cater to individual and contextual differences. The
next characteristic is that material should engage learner both affective and cognitively. It means that the input
from the materials provides linguistic and cultural preparation before or in parallel with the learner-generated
language which is the ultimate goal of the learning process.
From the examination about the characteristic of effective teaching materials proposed by Crawford
(2002), it can be seen that cultural characteristics of English textbook which Zu and Kong have been studied are
in line with Crawford’s statements.

Approaches to Culture Introduction in English Textbook

According to Zu and Kong, there are mainly two approaches to the introduction of culture, that is, the
direct and indirect introduction. By direct introduction, the textbook provides students with materials concerning
cultural aspect of language is a clear and unambiguous manner in the form of cultural knowledge. In other words,
it enables students to obtain cultural knowledge from the content of textbook in a direct way. The examples of
direct introduction include words accompanied by pictures, situational dialogue, texts depicting cultural event,
and cultural notes. However, this approach has limitation in that communicative competence is very limited with
this kind of information provided directly by the textbook. As the result, the learners are not able to use the real
and actual communication.
The other approach is indirect introduction in which culture is presented in an implicit way. This
approach focuses on both in cognitive and affective or behavioural factor of the learner. Cognitive factor means
the mental process in which students learn to think or to do things by virtue of the target language. Some typical
cognitive activities are writing something about home culture, making contrast and comparison, cultural quizzes,
searching for cultural information, discussion, and brainstorming. Meanwhile, in affective or behavioural factor,
there are many activities or task that can facilitate the learner to perceive the different between home culture and
the target culture. While conducting the tasks, students are actually learning to behave in a new situation and to
empathize with the target language community. These activities include role-play, song-singing, experimentation
and the like. In the case of approaches, Tomalin and Stempleski (1993) in Baker (2003) proposed a range of
tasks such as class discussions, research and role-plays using materials drawn from English speaking countries
that promote discussions, comparisons and reflection on English culture and the learners own culture.

Zu and Kong’s study and Comments

Zu ang Kong’s study attempted to analyze one set of English textbook for Chinese secondary school
students and tried to analyze approaches to culture introduction in English textbook.
However, the study of Zu and Kong is a very small scale study with just one textbook as the subject of
the study. Therefore it is not the intent of this study to generalize its findings. The scope of the study is only
confined to the analysis of written text. It does not consider illustrations and other visuals, tapescripts of listening
texts, sound recordings, realia and pseudo-realia of all sorts. In addition, there is no clear explanation of research
methodology and also procedures of the research so that we don’t know what kind of criteria to be used to
analyze the book.
Furthermore, it is necessary to examine other studies on incorporating both local culture and target
culture presented in textbook to support Zu and Kong’s finding. As Zu and Kong argued that it is of necessity

st
The 61 TEFLIN International Conference, UNS Solo 2014 397
that the book writers incorporate both the home culture or local culture and the target culture material into
English textbook in the hope that learners understand both culture and the target culture.

The Rational for a Theme-based Approach

Davis (1996) argued that a prime consideration in opting for the thematic approach is that it eases the
controversy over the context of English teaching. If, by teaching English, we are spreading a ‘western’ culture
model which confuses our pupils’ traditional value-patterns and encourages false hopes and expectations which
cannot be met when they leave school, then we may be doing irreparable harm to them and to their society. In
fact, English as an international language can be used to reflect and describe from within any culture in which it
is regularly used.
Based on the explanation above, theme based approach provides an alternative what otherwise be
traditional language material presented in English textbook by structuring the cultural materials around themes
or topic. Brown (2001) stated that challenging in English textbook with theme-based approach engage the
curiosity and increase motivation of students as they grapple with an array of real life issues from simple to
complex and also improve their linguistic skills.
Davis (1996) made summary of the advantages of theme-based approach in incorporating culture in
English textbook. First, which it enables all the components of the English language curriculum listening,
speaking, reading, writing, drama, vocabulary, grammar and so on to be logically linked, integrated, and thus
inter-supportive. Next, within a topic, there may well be opportunity for project work, for drama, for creative
presentation, which normal textbook chapter rarely caters for, and which we often relegate to sphere of extra-
curricular activities. Finally, the macro-skills of listening, speaking, reading, and writing will never be employed
in isolation in a theme-based lesson sequence, but will inter-relate in multi-skill activities.
To sum up, theme-based approach can help to incorporate culture and language in English textbook as
Zu and Kong argued that both local and target culture are important in English language teaching and learning.
Theme-based approach gives the opportunity to learn about a whole host of topics of cultural significance to
learners and thus provides excellent materials for equipping them to be able to talk about their own culture and
target culture in English to other people.
This article has discussed Zu and Kong’s concern about the importance of incorporating culture in
English textbook to make learners be aware of culture awareness both local and target culture. The English
textbook should have cultural characteristics whether they are presented in direct or indirect way. Presenting
suitable cultural content is very crucial in incorporating culture in English textbook since it can lead to
oversimplification and stereotypes of cultural characteristics if it does not present properly. Theme based
approach can provide a solution of the problem since it structures the cultural materials around theme or topic
based on students need and interest. Therefore, it also presents both local and target culture value in which
students need to be used to understand diverse community around them. Recent studies also show that both local
and target culture are very important in teaching and learning a language. Thus, the book writer should
incorporate cultural awareness in the textbook materials using theme based approach.

References
Abdullah, N & Kumari, S. (2003). Cultural Elements in a Malaysian English Language Textbook. Accessed on
10/11/2010 from
http// www. cultural%20elements%20Malaysia%20English%Language%20-pdf
Adaskou, K., D. Britten, and B. Fahsi. 1990. Design Decisions on the cultural content of a course for Morocco.
ELT Journal 44 (1):3-10
Baker. W (2003). Should culture be an overt component of EFL instruction outside of English speaking
countries? The Thai context. Asian EFL Journal Vol. 5, No. 4
Brown, D. H. 2001. Teaching by Principles: An interactive Approach to Language Pedagogy. New York:
Addison Wesley Longman, Inc.
Davis, C. (1996). Integrating Language, Culture and Literature in Teacher-Produced ELT Materials. Singapore.
SEAMEO Regional Language Center, 228- 248
McKay, S.L. 2004. Western Culture and the Teaching of English as an International Language. English
Teaching Forum Online Vol.42, No.2. Accessed on 10/11/2010 from http//www.sandra%20mckay.htm
Richard, J & Renandya, W. (2002). Methodology in Language Teaching: The role of Materials in the language
classroom. New York. Cambridge University Press
Rivers, W. (1981). Teaching Foreign Language Skill. Chicago. The University of Chicago press
Zu, L & Kong Z. (2009). A study on the Approaches to Culture Introduction in English Textbook. Canadian
Center of Science and Education Journal, 2 (122-118)

398 st
The 61 TEFLIN International Conference, UNS Solo 2014
 REFLECTIVE PEDAGOGY: A STRATEGICAL RESPONSE
TOWARD CURRENT CURRICULUM IN INDONESIA

Yohanes Heri Pranoto

yohanesheripranoto@rocketmail.com

Abstract: The new curriculum, 2013, gives more challenges for teachers to help their students not only grow
with a good knowledge but also grow with a good characters. Character building or development becomes the
focus of this curriculum that any teachers should involve the characters in their teaching process and should give
any appropriate assessments for the characters. In those situations, teaching process should be designed in such
away so that the students are able to internalize good characters in themselves. Reflective pedagogy, therefore,
provides distinctive learning phases for the students, namely context learning, experience, reflection, action, and
evaluation. Owing to the new curriculum’s goals and the existence of reflective pedagogy, this paper aims to
elaborate how and to what extent the implementation of reflective pedagogy can improve the students’ intended
characters. For the evidential elaboration, a research about the implementation of reflective pedagogy to enhance
the students’ attitudes toward writing is involved.

Keywords: curriculum 2013, students’ characters, reflective pedagogy

Introduction
The government’s decision on publishing the new curriculum, 2013, has become such a big issue in
Indonesia recently. Many people around Indonesia have argued that this curriculum is not in that ready so that it
is not proper to publish. There must be many rationales behind these. Some might say that this curriculum is the
only answer for better education system of Indonesia. Comprehending those reasons may bring all common
Indonesian, non-educators and educational practitioners, to confusion.
Above all the pros and cons, curriculum has already been settled and socialized to many schools in
many educational levels in Indonesia. The most important thing is to seek ways on how to implement the
curriculum successfully in the real teaching and learning in the right line with its goals and objectives. The
Minister of Education and Culture (2012), through Article 35, the Law No. 20/2003, mentioned that the core of
the 2013 curriculum is the improvement of attitudes, skills or performances, and knowledge of the learners.
Some schools may have regulations as the response toward the curriculum. For educators, they might have their
own strategies or methods applied for the implementation of the curriculum. This paper, therefore, tried to
explore one possible way teachers or any educational practitioner can apply in their teaching, which is by using
reflective pedagogy. Along with the description on the nature of reflective pedagogy, this paper also discussed
the 2013 curriculum based on some aspects and explained the benefits of using this pedagogy in the real
implementation of the new curriculum.

New 2013 Curriculum In Design And Readiness

Educational curriculum of Indonesia has changed for several times years by years. It might be a bit
interesting to know the curricula. Here are the commutations of Indonesian Curriculum (Depdikbud, 2013).
Years Curriculum
1997 Rencana Pelajaran Terurai (17 years)
1964 Rencana Pendidikan Dasar ( 4 years)
1968 Kurikulum Sekolah Dasar (6 years)
1974 Kurikulum Proyek Perintis Sekolah Pembangunan (1 years)
1975 Kurikulum Sekolah Dasar (9 years)
1984 Kurikulum Cara Belajar Siswa Aktif (KCBSA/10 years)
1994 Kurikulum 1994 (3 years)
1997 Revisi Kurikulum 1994 (7 tahun)
2004 Kurikulum Berbasis Kompetensi (KBK/2 years)
2006 Kurikulum Tingkat Satuan Pendidikan (KTPS/6 years)
2013 Kurikulum 2013, which will be published this coming July

2013 Curriculum, also known as National Character Curriculum, is designed to substitute the previous
curriculum, school based curriculum / KTSP. As Purnomo said in Tempo (2013) The Ministry of Education and
Culture is convinced that the 2013 curriculum can be implemented in accordance with the planned schedule,
which is July 15, 2013. However, the curriculum will not be directly implemented to all schools. Based on the

st
The 61 TEFLIN International Conference, UNS Solo 2014 399
Ministry's plan, the curriculum will be first implemented in former Pilot International Standard Schools (RSBI),
or A-accredited schools. The budget allocated to implement the 2013 curriculum reached to Rp. 829, 42 billion.
In School based Curriculum (KTSP), we know competence standard and basic competence (SK-KD).
While in the 2013 Curriculum, we are introduced with core and basic competence. The core competence is same
in every subject. Concerning on English, English subject in the 2013 Curriculum has the same core competence
as the other subjects. What makes them different is on the basic competences of each subject. (compare to
http://trys99.blogspot.com).

Educational Philosophy View Points

Gagne (2005) in the Principal of Instructional Design, said education provides the students’ learning. It
means that learning is a part of the education and depends on the education itself, in this case the curriculum.
While “learning is a process that leads to a change in a learner’s disposition and capabilities that can reflect in
behavior” (Gagne, 1995, p.3). More than that, Gagne also said that “learning is affected by socio-cultural
expectations, values, and declared and public knowledge” (p.5). It means that the learner is not an isolated being
and the context in which learning takes place interacts with what is being learned and the processes of learning.
Having similar idea to Gagne, Suhardan and Suharto, in their Filsafat Administrasi Pendidikan
published in the book of Manajemen Pendidikan (2010, p.9) said that “esensi dari pendidikan itu sendiri
sebenarnya ialah pengalihan (transmisi) kebudayaan (ilmu pengetahuan, teknologi, ide-ide dan nilai-nilai
spiritual serta estetika) dari generasi yang lebih tua ke generasi yang lebih muda” – education is the
transmission process of culture (science, technology, knowledge and values) from the older generation to the
younger generation. The definition reminds us that the important aspect of the education is not only knowledge
but also values, technology and other life’s aspects.
In specific scope, English language learning, the most significant goal of education is enablement and
proficiency. Thalal (2000) said that “there are many cases happen where students’ expectations do not match
with the reality of learning result showing that their English proficiency is still very low or no significant English
ability after many years of study” (p.4). Therefore, the improvement of the students, in some aspects for sure,
needs to be considered anyway. Both proficiency and values are significant in learning, which needs the certain
regulations and instructions.
Those definitions are sufficient to understand the philosophy under the education. Education is not only
about knowledge, or even about score. Education is about the one solution toward problems in society and brings
the life in betterment. As mentioned in the 2013 Curriculum, the focus of this curriculum is on the good
character formation. It means that education is not only meant for knowledge but also to the character in which
can bring learners from unacceptable characters or habits to the acceptable ones.
In each core competence, which is same in each subject, the good characters become the focus. The
learner might learn any knowledge and skills, but those are for the formation and internalization of the
characters. Besides, the contents or the learning materials are also concerned to the character building. They are
holistically interrelated with any materials from other subjects. We can say that materials that the students learn
in Biology, for instance, will be learned in English through bothering about the language aspects of the materials.
Hopefully, the educational process, teaching and learning process, implied and aimed in 2013
curriculum will be done well to the goals of learning and the motivation engagement of the learners to make the
learning process valuable. The 2013 Curriculum is purposed to be one solution of the social problems especially
of the national character building of the Indonesian.

Reflective Pedagogy
Reflective pedagogy or Jesuits or Ignatian Pedagogy, since it is derived from Saint Ignatius of Loyola
as the founding father of Society of Jesus (SJ), has been discussed in numerous books and articles over the
centuries. Actually reflective pedagogy is not only intended to formal education provided in Jesuits schools,
colleges, and universities, but it can also be helpful in every form of educational services. As stated in Ignatian
Pedagogy: Practical Approach, a document established by Society of Jesus, this pedagogy inspired by St.
Ignatius provides students with valuable experiences and, in consequence, is profoundly human and universal.
According to Kolvenbach, S.J., (Drost, 2001), the master mind of reflective pedagogy, pedagogy is the
way in which teachers accompany learners in their growth and development. Pedagogy, the art and science of
teaching, cannot simply be reduced to the methodology but it can provide the goal, the ends toward which all
aspects of an educational tradition are directed, and criteria for choices of means to be used in the process of
education. Then, reflective or Ignatian pedagogy assumes the worldview and moves one step beyond suggesting
more explicit ways in which Ignatian values can be incarnated in teaching-learning process.

400 st
The 61 TEFLIN International Conference, UNS Solo 2014
Goals
Father Kolvenbach (Drost, 1993) has described the hope for graduate of a school as a person who is
well-rounded, intellectually competent, open to growth, religious, loving, and committed to doing justice in
generous service to the people of God. Besides, he also states that this pedagogy is to form leader in service in
imitation of Jesus Christ (God), men and women of competence, conscience and compassionate commitment. In
general, it is stated that the goal of reflective pedagogy is to form men and women for others.

Procedure and Paradigm

A comprehensive Ignatian Pedagogy must consider the context of learning as well as the more
explicitly pedagogical process (Drost, 2001). Then, five steps involved are namely Context, Experience,
Reflection, Action, and Evaluation.
1) Context of Learning
Personal care and concern for the individuals, which is hallmark of Jesuits education, requires that the
teacher becomes the as conversant as possible with the life experience of the learner. Since human experience, as
the starting point in Ignatian Pedagogy, never occurs in a vacuum, we must know much about the actual context
in which teaching-learning process take place.
Praise, reverence and service should mark the relationship that exists not only between students and
teachers but also among all members of the school community (the society). One common context is the real
context of students’ life, which includes family, peers, social situations, the educational institution itself, the
ecclesial situations, medias, music, and other realities. They can effect students to be better or worse in the ways
of attitudes, perceptions, judgments, and choices.

2) Experience
For St. Ignatius, experience meant to taste something internally. Experience calls for knowing facts,
concepts and principles. St. Ignatius argues that the whole person, mind, heart, and will, should enter to the
learning experiences. Kolvenbach (Drost, 2001) states that St. Ignatius does encourage use of the imagination,
feeling, and mind in experience which make affective and cognitive dimensions of the person are involved.
The term Experience is to describe any activities in which a cognitive grasps of the matter being
considered, some sensation of an affective nature is registered by the students. In any experience, data is
perceived by the students cognitively by questioning, investigating its elements and relationship, the students
organizes this data into a whole or a hypothesis. “What is this?”, “is it like anything I already know?”, “How
does it work?”, and so on.

3) Reflection
At this level of reflection, the memory, the understanding, and the feelings are used to capture the
meaning and the essential value of what is being studied, to discover its relationship with other aspects of
knowledge and human activity, and to appreciate its implications in the ongoing search for truth and freedom.
This reflection is a formative and liberating process. It forms the conscience of learners (their belief, values,
attitudes, and their entire of thinking) in such a manner that they are led to move beyond knowing, to undertake
action.
At this level, the challenge exists to a teacher anyway. The challenge of the teacher is to formulate
questions that will broaden students’ awareness and impel them to consider viewpoints of others, especially of
the poor. Besides, the teacher also considers what the students can learn from the materials. The temptation here
for a teacher may be to impose such viewpoints. If that occurs, the risk of manipulation or indoctrination
(thoroughly non-Ignatian) is high, and a teacher should avoid anything that will lead to this kind of risk.
However, the challenge remains to open students’ sensitivity to human implication of what they learn in a way
that transcends their prior experiences and thus causes them to grow in human excellence.

4) Action
The level of action here refers to internal human growth based upon experience that has been reflected
upon as well as its manifestation externally. Then, the action can be done through two steps, namely interiorized
choices (by considering the experience from a personal, human point of view, to decides that a truth is to be his
or her personal point of reference, attitude or predisposition which will affect a number of decisions) and choices
external manifest (hen the meanings, attitudes, values which have been interiorized become part of the person,
impel the students to act, to do something consistent with this new conviction)

st
The 61 TEFLIN International Conference, UNS Solo 2014 401
5) Evaluation
Every teacher knows that from time to time it is important to evaluate each student’s progress in
academic achievement. The evaluation can be held in the form of quizzes, monthly tests, and semester
examination in which the degree of mastery of knowledge and skills achieved are assessed.
Periodic testing alerts the teacher and the students both to intellectual growth and to lacunae where
further work is necessary for mastery. This type of feedback can alert the teacher to possible needs for use of
alternate methods of teaching. Besides, it also offers special opportunities to individualize encouragement and
advice for academic improvement for each student.

Reflective Pedagogy is concerned with a student’ experience which is to connect or interrelate what
students already understand in terms of facts, feeling, values, and insight with new information and further
experience so that the students’ knowledge will grow in completeness and truth.

An Ongoing Process
This mode of proceeding can thus become an affective ongoing pattern for learning as well as a
stimulus to remain open to growth throughout a life time.

Context

Experience

Action Reflection

Evaluation

The Ignatian Paradigm

A repetition of the Ignatian paradigm can help the growth of a student:

1) who will gradually learn to discriminate and be selective in choosing experiences,
2) who is able to draw fullness and richness from the reflection on those experiences, and
3) who becomes self-motivated by his or her own integrity and humanity to make conscious,
responsible choices.

Reflective Pedagogy For Character Building

The five steps of reflective pedagogy, Context, Experience, Reflection, Action, and Evaluation, seem to
give clear answer on the goal of the new 2013 curriculum. Where the students are expected to be able to develop
their skill, knowledge, and good characters, reflective pedagogy has the students to relate the learning materials
with their own experience. Then they are provided an opportunity to have reflection on the materials, to have an
action where they can internalize the materials well based on the real needs of learning, and to evaluate in order
to see what is going well and what is not, and to plan what next they are going to and willing to learn. Most
importantly, those processes are decided by the students and the role of the teacher is to accompany them in
learning.
Reflective pedagogy can also be implemented in the purpose of enhancing certain characters of the
students. A research conducted by Pranoto (2011) revealed that the implementation of reflective pedagogy did
help the students improve their attitudes toward writing. The sample of the research was 54 five graders of SD

402 st
The 61 TEFLIN International Conference, UNS Solo 2014
Kanisius Sengkan, Yogyakarta, in academic year 2010-2011. The research done through classroom action
research method found out that the students improved well not only in writing organization and vocabulary, but
also in some social aspects, confidence, responsibility, and happiness.
As the end of this paper, a short example of the implementation in the real learning of the students is
described as follows. In Context of Learning, the students learned the learning context through sharing and
understood the topic by observing the object being learned visually and. In Experience, the students, guided by a
writing guideline, made a draft of the writing. In Reflection, the students made any decision concerning to what
they wanted to write and needed to write. The reflection, which actually was done in the whole writing process,
had them decide what English patterns, structure, and new words might include or be needed in their writing. In
Action, the students got their outline which had been corrected by the teacher and then they changed the outline
into a good writing. In the last phase of reflective pedagogy, Evaluation, the students reviewed what they had
learned during the writing activities and submitted the writing finished.

Reference
Drost, J. (2001). Ignatian pedagogy: A practical approach. Jakarta: T.P.
Gagne, R. M. (2005). Principles of instructional design (5th Ed.). USA: Wadsworth.
Kementerian Pendidikan dan Kebudayaan. (2012). Bahan uji publik: Kurikulum 2013. Jakarta: Kemendikbud
Pranoto, Y. H. (2011). Implementing reflective pedagogy to enhance students’ attitudes toward writing and
writing skills at Kanisius Sengkan elementary school. Unpublished tesis-S1. Sanata Dharma
University Yogyakarta.
Purnomo, W. A. (2013). Curriculum will be Implemented on Time. Retrieved from http://en.tempo.co., on
Saturday, June 15, 2014.
Suhardan, D., & Suharto, N. (2010). Filsafat administrasi pendidikan dalam pengelolaan pendidikan. Bandung:
Jurusan Administrasi Pendidikan
Thalal, M. (2000). New insight into teaching of English language to Indonesian students. Retrieved from
http://www.emtech.net., on Saturday, June 15, 2014
Tri, S. (2012). Pengertian kompetensi inti dan kompetensi dasar pada kurikulum 2013. Retrieved from
http://trys99.com., on Monday, June 17, 2014.

Biodata
Yohanes Heri Pranoto is an English teaching staff at STIKes (Health Science Higher Education) Perdhaki
Charitas Palembang and has an interest on English material developments for nursing and midwifery students..
He earned his undergraduate degree at English Education Study Program, Sanata Dharma University,
Yogyakarta, and his graduate degree at English Education Study Program of Sriwijaya University, Palembang.

st
The 61 TEFLIN International Conference, UNS Solo 2014 403
 EVALUATING ENGLISH TEXTBOOKS IN THREE DIFFERENT SENIOR HIGH SCHOOLS
FOR GRADE X: A CASE STUDY IN SCHOOL A, SCHOOL B, SCHOOL C TANGERANG

Christine Carolina, Yonathan Winardi

Universitas Pelita Harapan

Abstract: Evaluation on English textbooks at present is not popular though it is crucial and as a part of
continuous improvement in the teaching and learning of English. Research needed to describe and discuss
textbook evaluation and one evaluation done on three English textbooks used in three different senior high
schools grade X located in Tangerang. The evaluation is on the textbooks’ strengths, weaknesses, and feedback
from users, the English teachers and students. Quantitative and qualitative research methods are applied to gather
data from the English teachers and students of grade X. The results show there are similarities such as all the
textbooks do not have teacher’s guide. The strengths mainly are the textbook has a CD, has various exercises and
vocabularies activities, and has good and tidy organization. Constructive suggestions from the users are also
presented in order to advance the textbook quality in the future and as a basis for school principals and English
coordinators to determine future English textbooks usage.

Keywords: English textbook evaluation, its strengths, grade X senior high

Introduction
The students need textbooks as guidance in learning as textbooks play an important role in a teaching-
learning process (Mohammad & Kumari, 2007). However, there are some problems regarding to English
textbooks in Indonesia. The high price may lead to several effects; first is that the students cannot afford which
make them borrow from the school or library if any; second is because borrowing from the school, they cannot
bring the textbook home and has to be placed in the school. The change of the textbook also matters that the next
student’s batch cannot borrow from the seniors. Another problem is in the distribution of the textbook.
Sometimes it takes a long time to get the textbook from the publisher or bookstore especially the textbook
published outside Indonesia. Then, the content is not suitable for the students which sometimes the school
chooses ESL textbook while in Indonesia it should use the EFL one. There is also a problem about the content
and the pictures appeared in a textbook which are not suitable for the students. In addition, in current years the
English Language Teaching materials become constantly developing for commercial objectives seeing from
many learning environments at moment (Dawn, 2007).
Therefore, there is a need to conduct further research about English textbooks since by exploring
textbooks, the teachers and the schools can identify the good English textbook that is more suitable to be used in
teaching English as foreign language, specifically for the first grade of senior high school in Indonesia

Textbooks and Its Evaluation

When the textbook is going to be chosen and evaluated, the textbook must match with the curriculum,
the students, and the teachers Byrd (2001). To match with the curriculum, the publisher must adjust with the
curriculum that the government set for each grade. It is based on the learners’ needs and goals that want to be
achieved. The textbook is expected to fulfill the learners’ needs, also to support the curriculum. It is better when
the publisher can attach manuals and CDs for teacher. Besides matching with the curriculum, the publisher
should know what the teachers’ and the learners’ needs so that they will be better users of the textbook and they
can get the important skills to be used in teaching and learning process appropriately (Leung & Andrews, 2012).
It is a fact that textbooks are made for the students and they must contain not only the language skills in
the curriculum but also fulfill the students’ needs as English learners. There are four aspects to analyze whether
a textbook is suitable for the students according to Byrd:
a) the content, whether the textbook is interesting, well-explained, appropriate, and help the students to
understand what they need to learn;
b) the examples should be suitable for the students’ interests and lives and relate with the material that is
explained;
c) the exercise should meet the students’ needs and again interesting for the students;
d) the format where the layout and design aspects should be applicable and fit with the students’ age and level,
easy to read, also must have appendices and index, all about the format and the presentation of the textbook
itself.

404 st
The 61 TEFLIN International Conference, UNS Solo 2014
 There are seventeen criteria for evaluating textbooks according to Sheldon (1988). In addition, there are
twelve criteria of evaluating a textbook according to Brown (2001). According to Crawford (2005), there are
eight points about competent ELT materials. In the book ‘Teach Yourself: Teaching English as a Foreign
Language’, Riddel (2007) pointed out several criteria of a good textbook. First, the author should be experienced
teachers and suitable for the expected level. Then, the content should fit with the countries that use it which has
familiar material with the learner’s mind. The learner will adapt fast when the content is something that they
experience in their own country. Moreover, the textbook has to be fit not only with the teacher’s level, but also
the student’s level. It also has to be interesting, pleasant, well-designed, and easy-followed. It is better to have
the easy level at the beginning and close with the harder one. In this book, he also states that expert teachers
often say that the students are bored with the standards topics such as weather, food, holidays, and countries. In
fact, they are safe, easy, relevant, useful topics for beginner. For the advance level, they are expected to learn
more specific and challenging topic and issue such as technology. Lastly, Riddel states that a good textbook
should have various and balance skills and language activities, pronunciation, review sections, and grammar
summaries.

Research Setting and Subjects

In this study, the researcher used theory or concept sampling from purposeful sampling to choose the
teachers and simple random sampling from probability sampling to choose the students (Creswell, 2008).
The detail of the subjects can be seen on the table below

School A School B School C Total

Teachers 1 2 1 4
Teachers’ Name TW EEG and VT TW -
Total Students 43 337 49 429
Sampling Students 21 55 23 99

The detail of the textbooks can be seen on the table below

School A School B School C
Name Advanced Learning English 1 Get Along with English Real English
Publisher Facil Erlangga ESIS
Entin Sutinah, Iis Nurhayani,
Herman Benyamin, Sofijandi,
N. Euis Kartini, Heri Mulyana,
Author(s) Sutarli Zain, Agus Kusmawan, Peter James
Nur Asyiah, Rachma F.
Ida Yusridawati Yakoub
Kesuma, Eka Mulya Astuti
Year 2010 2010 2008
Page number 210 pages 162 pages 214 pages
Price 64,000 Rupiah 41,000 Rupiah 97,000 Rupiah
English Teachers discussion School Foundation
Who chose it Principal (Mrs. S)
guided by Mrs. D (YK)

Findings on Physical Aspects

Below is the result from the students’ questionnaire about physical aspects
Advanced Learning Get Along with
No Questions Real English
English 1 English
The textbook is NO YES NO YES NO YES
1
heavy 52.38% 47.62% 87.27% 12.73% 69.57% 30.43%
The images/ pictures NO YES NO YES NO YES
2
are up-to-date 4.76% 95.24% 32.73% 67.27% 95.65% 4.35%
The illustrations are NO YES NO YES NO YES
3
meaningful 4.76% 95.24% 29.9% 70.91% 73.91% 26.09%
The textbook price is YES NO YES NO YES
4
expensive 100% 60.82% 39.18% 26.09% 73.91%

st
The 61 TEFLIN International Conference, UNS Solo 2014 405
Findings on Contents
Below is the result from the students’ questionnaire about contents
Advanced Learning Get Along with
No Questions Real English
English 1 English
The textbook use authentic NO YES NO YES NO YES
1
material 23.81% 76.19% 43.64% 56.36% 34.78% 65.22%
The material is difficult to NO YES NO YES NO YES
2
understand 80.95% 19.05% 60% 40% 86.96% 13.04%
The contents can be applied NO YES NO YES NO YES
3
in daily life/practical 28.57% 71.43% 38.18% 61.82% 13.04% 86.96%

For the authenticity, more than 50% students in school A, B and C agreed that the textbooks used
authentic material. In ‘Advanced Learning English 1’, the sources were stated at the end, some were authentic
but there were two texts written by Indonesian. There were also articles about Indonesia and it was not clear
whether it was from authentic source or not since the authors were Indonesian. Below are comments from the
English teachers

School A Teacher
I think the material is authentic because the sources are already cited at the bottom of the text.

School B Teachers
Teacher A: Yeah, the sources are very real. If the question is typed, the book always writes the sources.
Teacher B: I think it’s about realistic ya. Because some texts are adapted from aa the real source and then
what happens in the recent time. So it’s relevant.

School C Teacher
The texts are not followed by the source. So I don’t know if the texts are authentic or not.
Ya, the sources are not cited in the book.

Findings on Skills
Below is the result from the students’ questionnaire about skills
Advanced Get Along with
No Questions Real English
Learning English 1 English
The textbook helps you to develop YES YES YES
1
your writing skills 85.71% 92.73% 78.26%
The textbook helps you to develop YES YES YES
2
your speaking skills 90.48% 94.55% 78.26%
The textbook helps you to develop YES YES YES
3
your reading skills 95.24% 89.09% 100%
The textbook helps you to develop YES YES YES
4
your listening skills 76.19% 65.45% 82.61%

Conclusion
In conclusion, ‘Advanced Learning English1’ textbook used in School A had strength that it was
completed by a CD to help teacher to teach listening and reading. However, there were some articles made by
Indonesian author which made the textbook not fully authentic for the texts. The teacher thought that the
textbook was expensive, but worth the content. Even the textbook had too many colors and pictures but still
appropriate for the students. The students also liked the content yet they say the price should have been cheaper.
‘Get Along with English’ textbook used in School B contained general facts, or general knowledge
which was good for the students. There were also exercises from the national exam which could help the
students to be adapted with national exam questions but this textbook had the least colors among all. From
several textbooks, the teachers chose this textbook to be the best one; cheap but contains good material for the
students.
‘Real English’ used in School C had good organization and tidy. Compared to others, the exercises
were more various for each chapter. The teacher also liked the textbook. However, it lacked of speaking and
listening activities. Most of the exercises were reading comprehensions and vocabularies. The textbook had the

406 st
The 61 TEFLIN International Conference, UNS Solo 2014
highest price among all and it could be considered expensive. In addition, the students said that they did not like
the pictures.

Works Cited
Alptekin, C. (2002). Towards Intercultural Communicative Competence in ELT. ELT Journal, 57-64.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Addison Wesley Longman.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York:
Pearson Education.
Byrd, P. (2001). Textbooks: Evaluation for Selection and Analysis for Implementation. In M. Celce-Murcia,
Teaching English as a Second or Foreign Language (pp. 415-427). United States of America: Heinle &
Heinle: Thomson Learning.
Cahyono, B. Y. (2010). Teaching Integrated Skills by Principles of Communicative Language Teaching. In B. Y.
Cahyono, The Teaching of English Language Skills and English Language Components (pp. 115-125).
Malang: State University of Malang Press.
Calderon, M. E., & Minaya-Rowe, L. (2003). Designing and Implementing Two-way Bilingual Programs: A
Step-by-Step Guide for Adminstrators, Teachers, and Parents. United States of America: Corwin Press.
Crawford, J. (2005). The Role Materials in the Language Classroom: Finding the Balance. In J. C. Richards, &
W. A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice (pp. 80-91).
New York: Cambridge University Press.
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. New Jersey: Pearson Education.
Dawn, A. (2007). Investigating Expertise in Textbook Writing: Insights from a Case Study of an Experienced
Materials Researcher at Work.
Kweldju, S. (2004). Lexically-Based Language Teaching: An Innovative Step for ELT in Indonesia. In B. Y.
Cahyono, & U. Widiati, The Tapestry of English Language

st
The 61 TEFLIN International Conference, UNS Solo 2014 407
 THE IMPORTANCE OF INDONESIAN REALISTIC PICTUREBOOKS FOR THE TEACHING
OF ENGLISH LANGUAGE AND INDONESIAN CULTURE
TO YOUNG LEARNERS

Yosep Bambang Margono Slamet

Abstract: Picturebook, one of the genres of children’s literature, has a crucial role to promote children’s
language development and cultural awareness. Imported or adapted picturebooks are widely available in
Indonesia; however, Indonesian picturebooks in English—written and illustrated by Indonesians about
Indonesian children—are scarce. While it is very beneficial to use those imported and/or adapted picturebooks
for the teaching of English, the cultural content of those books is problematic if we want to instil Indonesian
culture on our young learners. Currently there are many story books about fables or folktales but realistic story
books for children are not available. Realistic picturebooks are of high importance due to their potentials for
teaching young children about actual events in their lives, especially related to issues of culture and
multiculturalism. This paper will explore the importance of Indonesian realistic picturebooks and why the policy
makers should encourage the publication of these kinds of books for young learners.

Keywords: picturebook, realistic picturebook, multiculturalism, language development, culture, young learners

Introduction
This paper elaborates the importance of realistic picturebooks in the teaching of English to Indonesian
young learners. English has been becoming more and more important as a medium of communication in
international context and in Indonesia, the teaching of English to young children has become increasingly
important as well. In a way, teaching English to young learners means to prepare them to take part actively in
international communication in the future years. In this line, it is important for teachers and policy makers to
think about the materials being used in the classrooms. Among many ways of teaching a language, reading
picturebooks to young children and telling them stories are important ones. Some scholars in language teaching
agree that reading picturebooks to young children is crucial for promoting their language and literacy skills
(Hasson, 1991; Fletcher & Reese, 2005; Holdaway, 1979; Jiménez, Filippini, & Gerber, 2006).
Drawing on the above scholars’ ideas, we need to seriously consider using picturebooks to teach
English to our young learners. Even though many Indonesian parents start reading to their children before those
children start schooling, I assume that parents do not read story books written in English. I suggest that
picturebook reading to young children be done in preschool (PAUD), kindergarten, and at least in the first three
years of elementary school. As Hasson (1991) suggests, the sooner children are read to the better. The role of
teachers in educating these young learners is very crucial because they not only teach English language but also
promote students’ cultural awareness. By using Indonesian realistic picturebooks written in English, we may
accomplish two goals at once: teaching young children English and Indonesian culture.
To organize this paper, right after this introduction I discuss the potentials of children’s literature. This
discussion serves as the foundation why we need to use children’s literature to teach English to our young
learners. In the next section, I discuss picturebooks as one of the genres of children’s literature. I need to lay out
why picturebooks are important for children. The next section deals with Indonesian realistic picturebooks, in
which I discuss at a glance the lack of this genre in Indonesian children’s literature. The next section discusses
the importance of Indonesian realistic picturebooks in the context of pluralism and multiculturalism. The last
section contains suggestion and recommendation.

The Potentials of Children’s Literature

In addition to promoting language and literacy skills, children’s literature has the potential to teach
children about cultures and cultural values (Bradford, 2009; Hunt, 1994; Lee, 2011; Nodelman & Reimer, 2003;
Price, 1997). Nodelman and Reimer believe that one of the crucial roles of children’s literature is to shape
children to be productive individuals in society. The authors create stories based on the cultural values of their
society and thus through their stories, authors of children’s literature instill their society’s cultural values on
children. Hunt (1994) emphasizes the educational values of children’s literature because it reflects ideology and
didacticism. Authors’ ideology or their beliefs and values determine what kinds of books should be written for
children.
Children’s literature contains simple language so that it will make it easy for children to learn new
words and memorize them. Interesting or good stories help children develop their understanding about simple
concepts. In the U.S., for example, the Dr. Seuss books are very popular and widely used for teaching young

408 st
The 61 TEFLIN International Conference, UNS Solo 2014
children because of the simplicity of the language. In addition, most of the Dr. Seuss books were written in
rhymes so that children are interested in them and can remember them easily. On the other hand, in Indonesia,
teachers of English have not seriously taken the advantage of children’s literature to teach English. Instead of
using children’s literature, teachers use books having too much emphasis on language forms and functions.
While these kinds of teaching materials are important, they are less interesting or not engaging, which are crucial
elements in the teaching of young children.
From the cultural perspective, the teaching of English for young children in Indonesia is problematic.
My observation so far has revealed that young children learning English, both in and out of school, are more
familiar with non-Indonesian cultures. Schools or English courses encourage students to celebrate Valentine’s
Day, Halloween, and Thanksgiving Day, for example, not celebration related to their daily lives. I do not suggest
that such celebrations are not important. They are important in the sense that by doing those activities we
introduce other cultures to our young children. However, we need not forget that we also have to teach them
about our own cultures. Therefore, I suggest that since children’s literature is educational and influential,
teachers of English for young children need to consider using children’s literature as the teaching materials.
Picturebooks are one of the genres of children literature we need to take into account in this matter. This brings
me to the discussion of this genre in the following section.

Picturebooks
Even though there are many kinds of picturebooks (Norton & Norton, 2011; Stewig, 1995; Temple,
Martinez & Yokota, 2011), for the purpose of this paper, what I mean by “picturebooks” are picture story books
or books that contain written texts and illustrations that develop a strong story line. The combination of pictures
and words easily attracts children’s attention and interest. For the spelling, I follow Lewis (2001), Nikolajeva
and Scott (2001), Sipe (2008), Sipe and Pantaleo (2008) who choose “picturebook” as a compound word,
meaning that picturebooks are literary texts that have two equal components, i.e. words and pictures, and that the
two form a synergy (Nodelman, 1988; Nodelman & Reimer, 2003; Sipe, 2008) that creates meaning.

Indonesian Realistic Picturebooks

In general, children’s literature in Indonesia falls into various genres. While I do not know exactly what
books teachers use in the English classrooms, both in and out of school, and whether teachers make use of
children’s literature in the teaching of English, my observation in some major bookstores in Semarang reveal that
Indonesian legends and folktales in the form of picturebook are widely available. Picturebooks translated and/or
adapted from other cultures are also widely available, not to say in excess. Written in Indonesian language, these
kinds of books have foreign cultural content and the characters do not look like Indonesians. In addition,
bilingual picturebooks are abundant, whether they are about numbers, alphabet, children’s adventures, etc. What
is missing, however, are Indonesian realistic fiction. Before discussing this genre in the Indonesian context, it is
useful to look at the concept of the term “realistic fiction” first. Temple, Martinez, and Yokota (2011) suggest
that contemporary realistic fiction

… brings the same moral challenges as other types of fiction. But it presents these challenges in a here-
and-now setting and in a way that says “Hey—this is happening. You or somebody near you could be
going through these very experiences” … Contemporary realistic fiction is derived from actual
circumstances, with realistic settings and characters who face problems and opportunities that are
within the range of what is possible in real life. It differs from historical fiction in that it is set in
contemporary times; the stories could take place in the world as we know it today… Realistic fiction is
not real fantasy. There are no animals that talk; no anthropomorphized machines; no ghosts, giants, or
supernatural happenings (p. 294)

Based on the above concept of realistic fiction, I would say that we do not have realistic picturebooks
for our young children, let alone written in English by Indonesian authors and illustrators. As I have mentioned,
we do have Indonesian legends and folktales written in English by Indonesian and foreign authors. For example,
we need to appreciate Bunanta and MacDonald (2003), MacDonald and Valério (2006), Sierra and Ruffins
(2000), and Terada and Smoyer (1994) for disseminating Indonesian folktales to international public. There is no
doubt that these books are important and can be the English teaching materials for our young children. In every
nation, advanced and developing, legends and folktales are crucial for teaching children about traditions and
cultural values (Lee, 2011; Price, 1977). But, unfortunately, we do not have Indonesian realistic picturebooks
written in English by either Indonesian authors/illustrators or foreign authors/illustrators. Like legends and
folktales, realistic fiction, including realistic picturebooks, can be tremendous sources of teaching both language
and cultural values. We need to teach our young children about the current issues, provide them with real
problem solving, and prepare them to deal with possibilities in the future.

st
The 61 TEFLIN International Conference, UNS Solo 2014 409
The Importance of Indonesian Realistic Picturebooks
One of the advantages of teaching English to our young children is that we can teach them about the
diversity of Indonesia. On one hand we are proud that the world knows that Indonesia is identical with pluralism,
either in ethnicity, culture, or language. On the other, this also worries us that it has the potential to make this
nation crush if we do not handle this issue wisely and carefully. I suggest that teachers of young children start
teaching them about the importance of living together as a nation, of respecting each other despite our
differences, either in terms of ethnicity, cultures, religion, or language. It is true that we always do our best to
instill “Bhinneka Tunggal Ika” values on our children. However, children need to see the reality. By this I mean
that diversity or pluralism or multiculturalism does not always do us good. There were times we had problems.
Children need to see these problems and how to solve them. Indonesian realistic picturebooks written in English
is one alternative to show our children that diversity is beautiful, that being different from other fellow citizens is
fine, and that social, cultural, and linguistic problems can be solved. I would love to see realistic picturebooks
where children from every ethnicity in Indonesia are represented, where children can see and read about their
fellow children having different backgrounds. In these kinds of books, the habits, what is appropriate and
inappropriate for children from a certain ethnicity, what is good and bad, the do’s and the don’ts can be revealed
so that they have good understanding about their fellow children from different cultural, linguistic, and religious
backgrounds. In the end, this revelation will make children respect each other. It will be great if there are
picturebooks about children from diverse ethnic, cultural, and religious backgrounds living together and
experiencing conflicts but in the end they solve the conflicts and live together in harmony.
I believe that this is an area that we need to take into account when teaching English to our young
children. With simple and clear language and good (and appropriate) pictures—depending on the age and grade
level of children we teach—this kind of picturebook can have tremendous impact on their understanding of and
respect to other children from different backgrounds. By using this kind of picturebook, we can teach the concept
of respect, understanding, diversity, multiculturalism, pluralism, etc.—which are a must in building the
harmonious Indonesia—in English. It is not that the way we teach our young children is not great right now,
which it is, but what I propose here is one alternative that will make a difference in our children’s lives in the
future. We need to prepare our children to be world citizens by mastering English and understanding different
cultures in the world but we also need to prepare them to be good Indonesian citizens. While other teaching
materials are necessary, Indonesian realistic picturebooks has the potential to make that come true.

Suggestion and Recommendation

It is time for the Department of Education to review the teaching materials used by teachers of English
to our young learners. I suggest that the use of children’s literature in general, and especially Indonesian realistic
picturebooks, get serious attention from the policy makers. Because currently we lack Indonesian realistic
picturebooks, it is advisable that the policy makers encourage publishers of children’s literature in Indonesia to
work on this theme. For the teaching of English, realistic picturebooks written by Indonesian authors/illustrators
can be published in English exclusively or bilingually—in Indonesian and English.
For authors and illustrators, the readings of foreign realistic picturebooks—for example picturebooks
published in the United States of America—is of useful reference. Like Indonesian society, U.S. society is also
diverse. Realistic picturebooks portraying children from various cultural and ethnic backgrounds are abundant.
My readings of these books inform me that the U.S. government takes the diversity and plularism issue very
seriously and makes children’s books an important tool to create understanding and respect among these
children. It is also advisable that teachers of English for young learners in Indonesia read a lot of children’s
literature to gain enough background knowledge so that the teaching of English can be more interesting to
children.

References
Bradford, C. (2009, December). Critical content analysis of children’s texts: Theories, methodologies and
critique. Panel discussion at the National Reading Conference, Albuquerque, NM.
Bunanta, M., & MacDonald, M. R. (2003). Indonesian folktales. Westport, CT: Libraries Unlimited.
Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework.
Developmental Review, 25(1), 64-103.
Hasson, E. A. (1991). “Reading” with infants and toddlers. Day Care and Early Education, 19(1), 35-37.
Holdaway, D. (1979). The foundations of literacy. Sydney, Australia: Ashton Scholastic.
Jiménez, T. C., Filippini, A. L., & Gerber, M. M. (2006). Shared reading within Latino families: An analysis
of reading interactions and language use. Bilingual Research Journal, 30(2), 431-452.
Lee, G. L. (2011). Teaching traditional values through folk literature in Korea. Childhood Education,
87(6), 402-408.
Lewis, D. (2001). Reading contemporary picturebooks: Picturing text. London, UK: Routledge Falmer.

410 st
The 61 TEFLIN International Conference, UNS Solo 2014
MacDonald, M. R., & Valério, G. (2006). Go to sleep, Gecko!: A Balinese folktale. Little Rock, Ark: August
House LittleFolk.
Nikolajeva, M., & Scott, C. (2001). How picturebooks work. New York, NY: Garland.
Nodelman, P. (1988). Words about pictures: The narrative art of children's picture books. Athens, GA:
University of Georgia Press.
Nodelman, P., & Reimer, M. (2003). The pleasures of children's literature. Boston, MA: Allyn and Bacon.
Norton, D. E., & Norton, S. E. (2011). Through the eyes of a child: An introduction to children's literature.
Boston, MA: Pearson.
Price, P. J. (1997). Open sesame: Understanding American English and culture through folktales and stories.
Ann Arbor, MI: University of Michigan Press.
Sierra, J., & Ruffins, R. (2000). The gift of the Crocodile: A Cinderella story. New York: Simon & Schuster
Books for Young Readers.
Sipe, L. R. (2008). Storytime: Young children's literary understanding in the classroom. New York, NY:
Teachers College Press.
Sipe, L. R., & Pantaleo, S. J. (2008). Postmodern picturebooks: Play, parody, and self- referentiality. New York,
NY: Routledge.
Stewig, J. W. (1995). Looking at picture books. Fort Atkinson, WI: Highsmith Press.
Temple, C. A., Martinez, M. G., & Yokota, J. (2011). Children's books in children's
hands: An introduction to their literature. Boston, MA: Allyn & Bacon/Pearson.
Terada, A. M., & Smoyer, C. K. (1994). The magic crocodile and other folktales from Indonesia. Honolulu, HI:
University of Hawaii Press.

st
The 61 TEFLIN International Conference, UNS Solo 2014 411
 INVESTING IN ACADEMIC SPEAKING THROUGH GUIDED EXTENSIVE READING
A CASE STUDY IN EXTENSIVE READING CLASS AT ENGLISH DEPARTMENT
MATARAM UNIVERSITY INDONESIA

Yuni Budi Lestari

Kamaludin Yusra
English Department, Mataram University Indonesia

Abstract: One principle of Extensive Reading (ER) as Day and Bamford (2002) have pointed out is that ER
should be oriented to help students to be self-motivated readers by giving them freedom to choose reading
materials that interest them. In institutionalized setting such as in my class, ER is incorporated into curriculum
where the intent of ER is to have students read more in order to increase their exposure to English vocabulary,
sentence structures and cultural insights which in turn will develop their academic skills. As an instructor of ER
in that context, I tried to convince that the ER class could be a source of language development through guided
extensive reading (GER). In this program I helped the students in selecting books (i.e. less academic and
academic) based on their interests and language competency level. I also provided them with guided reading
tasks which gave them a lot of opportunities to produce English through speaking academically. In this way the
students would invest in academic speaking skill. This study reports how three different students use their
potentials to invest in academic speaking in English through GER. The data of this study was obtained from
observation and interview related to their reading motivation and investment strategies.

Keywords: Guided Extensive Reading, Academic speaking skill, investment

Introduction
One principle of Extensive Reading (ER) as Day and Bamford (2002) have pointed out is that ER
should be oriented to help students to be self-motivated readers by giving them freedom to choose reading
materials that interest them. In institutionalized setting such as in my class, ER is incorporated into curriculum
where the intent of ER is to have students read more in order to increase their exposure to English vocabulary,
sentence structures and cultural insights which in turn will develop their academic skills. This intent seems well-
supported by research evidence on the benefits of extensive reading.
Numerous studies with different research designs report that extensive reading benefits learners in
different contexts. The benefits of extensive reading include gains in their language proficiency. Krashen (1993),
based on the result of an examination of research on in-school reading and "out of school" self-reported free
voluntary reading conducted in many different countries, concludes that free voluntary reading or sustained
independent reading results in better reading comprehension, writing style, vocabulary, spelling, and
grammatical development. A study by Hayashi (1999) of the effects of extensive reading on Japanese university
students' proficiency in English found that students who reported reading more English books experienced
significantly greater improvement in reading ability and vocabulary knowledge than those who reported reading
less, as measured by pre- and post-tests. Yamashita (2008) examined the development of general reading ability
and lower-level linguistic ability. Improvement from a pretest to a posttest was found to be significant for
reading ability, but not for linguistic ability. The results suggest that the effects of extensive reading might be
manifested more quickly in general reading skills than in L2 linguistic ability, at least for adult L2 learners.
However, recently, Alqadi and Alqadi (2013) in his experimental research found that extensive reading had a
positive impact on enhancing the grammatical accuracy of the EFL freshmen at Al al-Bayt University in Northen
Jordan.
These studies provide valuable insights and pedagogic implications for educators who want to
implement extensive reading in their classrooms. However, the majority of these studies are quantitative with a
focus on whether a particular extensive reading program is beneficial to learners. Very few of them provide a
clear picture of the efforts that the students make to achieve the language learning goal as well as their strategies
to respond textual factors (i.e. types of reading materials, teaching-learning process and evaluation procedures).
This individual learners’ effort and strategies, currently has been seen as personal investment, determine success
in learning a target language (Pierce, 2000). Motivation, passion, enthusiasm, interest and desire all increase
when a student makes an investment in his or her learning and learning related activities. A study is therefore
required to identify the factors facilitating students to personally invest in their learning. The purpose of this
paper is to explore how guided extensive reading allows the students to make an investment in academic
speaking and how they use their potentials to invest in academic speaking in English through guided Extensive
Reading.

412 st
The 61 TEFLIN International Conference, UNS Solo 2014
Investing in Academic Speaking Through Guided Extensive Reading
English Department of Mataram University have decided to implement an extensive reading program
for its students based on consideration that the program can be the best means of helping the students increase
their proficiency in English. The issue of English proficiency has always been of concern among Indonesian
teachers, academics, and Ministry of Education officials because students' lack of proficiency in English
deprives them of the social and economic advantage of English. Many students of the English department have
difficulty using English in formal conversation and presentation. This low proficiency in English, based on my
knowledge of the learning situation obtained through my experience as a teacher educator, is primarily due to
their lack of exposure to the language. The language is mostly limited to classroom. Low motivation of the
students to practice using English also contributes to this lack of proficiency. Learner's motivation has been
claimed as a key factor in the language learning. However, despite being highly motivated, a learner could be
excluded from the language practices of a classroom or community, which may, for example, be racist, sexist, or
elitist and in time positioned as an unmotivated language learner; therefore, students need to make an investment
in order to be successful language learners (Pierce, 2000). This is because investment emphasizes the students'
contribution of interest and passion in their learning. Students who are invested more strongly in learning an SL
will have more interest, particularly in oral communication, than students who just want good grades who will be
pretty happy just doing reading and writing activities.
As an instructor of Extensive Reading class in that context, I tried to convince that the Extensive Reading
class could be a source of language development through guided extensive reading. In this course I helped the
students in selecting books (i.e. less academic and academic) based on their interests and language competency
level. I also provided them with guided reading tasks which gave them a lot of opportunities to produce English
through speaking academically. In this way the students would invest in academic speaking skill. The following
are the key features of my GER adapted from Mikulecky& Jeffries (2007):
x GER is conducted in a relaxed, informal, classroom atmosphere, where the teacher focuses on helping
students read for pleasure.
x The reading materials should be within the students' level of competency.
x Students are given the opportunity to choose the books and journals that are interesting to them to read.
x Students are encouraged to meet regularly to talk about their extensive reading books and compare
reading experience in groups. Students' reading progress is monitored and reinforced by giving words of
praise and encouragement or rewards.
x Students are encouraged to have a book Presentation which is a brief (about five minutes) oral report to
the class about book that they have finished reading.
x Students are encouraged to have a book conference, that is, is a one –on- one conversation about the
book they have read with the instructor. The instructor may ask various questions related to critical
reading.

Academic speaking skills are different from regular speaking skills. While in general English contexts
students need informal discussion skills, everyday transactional skills, in an academic context, these general
skills are still important, but specifically, there are two key areas which require focus, namely: participating in
seminars and giving academic presentations. Therefore, teachers should help students participate in the academic
speaking tasks. For seminars, there should be activities raising an awareness of, and practicing group discussion
conventions. For presentations, students need help in planning, and then in organizing the content.
This descriptive study was thus aimed at investigating the extent to which the students were willing to
“invest” in academic speaking in English through guided extensive reading in my Extensive Reading class and
not to examine their success in achieving the objectives of extensive reading lesson.

The subjects
The first of the three subjects was Muji, a 19-year-old male student from Ampenan Mataram West Nusa
Tenggara. His latest ITP prediction score was 519 and his GPA was 3.50 out of 4. His purpose of learning
English was to be accepted as a postgraduate student in an Australia university. To do this he had to achieve
TOEFL ITP score of at least 580 or IELTS score of 6.5.
The second was Nabila, a 18-year-old female student from Jember East Java with current ITP
prediction score of 497 and GPA of 3.14 out of 4. Her purpose for learning English was to get a job in a
prestigious bank in Mataram for which she needed to be effective communicators in English.
The third subject was Zaenal , a 20-year-old male student from Praya, Central Lombok whose latest
TOELF prediction score was 450 and GPA of 2.80 out of 4. His propose for learning English was to be an
English teacher.

st
The 61 TEFLIN International Conference, UNS Solo 2014 413
Research methods
Firstly, and primarily, data were gathered from classroom observations of the Guided Extensive
Reading activities in Extensive Reading sessions, carried out once a week, every week, over the course of 16
weeks of the semester. During these sessions, the students' reactions to these classes were noted. Each of these
weekly sessions was videotaped to provide me with the details as to how the sessions were conducted and how
the students reacted during the session.
The in-depth, semi-structured interviews were also used to obtain data about students’ learning and
coping strategies in relation to their commitment to “invest” in academic speaking and they were conducted with
each of the three subjects separately about a month after the 16-week English course had ended. This was done
to minimize the feelings of constraint that the students may have experienced as a result of the teacher-student
power dynamics if they had been conducted during the course. Each session lasted about an hour and was
recorded with the students’ permission. The interviews were then transcribed and coded for analysis.

Findings and discussion

This section draws from all three sources of data and discusses significant aspects of the learning
experience of the three subjects and their perspectives of why it was important for them to learn academic
speaking through guided extensive reading, what encouraged them to persevere when they felt anxious or
dominated, and how they overcame this.

Muji
Muji expressed that he needed to learn academic speaking so that he could continue his further study to
an Australian university for his MA degree with Australia Awards scholarships with the expectation of being an
English lecturer at his almamater after completing his postgraduate study. He knew that in order to get the
scholarship she had to obtain an outstanding GPA and minimum IELTS of 6.5 in which academic speaking is
one of the skills tested. Thus he expressed that his need to learn academic speaking English was urgent as it
would decide his future.
I noticed that initially, Muji did not seem to be motivated to join ER class as he thought that he would
only be assigned to read fictions and then reported it individually to the lecturer. However, after GER activities
were introduced he looked very interested and eager to participate.
Although he was an introvert, Muji did not mind engaging in a general discussion on academic topics
just to improve his academic speaking in English.“ I would prefer to speak English to all my classmates every
time, sharing ideas and even arguing.”
During the guided reading activities he explained that he had not only changed somewhat since through
participation in group discussion, book presentation and conference in the ER class and through discussion in
English with the lecturer and his fellow learners he had come to “know more about the world.
Muji also explained that he organized his ideas before speaking as suggested in the guided reading
tasks. He also claimed that apart from utilizing every opportunity to speak English with the lecture or with his
classmates, he spoke to himself and tried to correct his mistakes in grammar and vocabulary.

Nabila
As a person coming from different culture, Nabila was, initially, observed to have limited opportunities
to interact and speak English with her classmate. This was not as much a consequence of her limited vocabulary,
which she did try her best to improve, but rather her own perceptions of people and environments. It is possible
that as a result of this, Nabila was rather slow to gain confidence in speaking English. She was aware that this
could be a big obstacle for her to gain his future career as a bank staff whose responsibilities are dealing with
customers’ inquiry or even complaints.
However, in subsequent class meetings I could observe her greater willingness to speak English in
group discussion. She said that “I love the way Extensive reading class is conducted. The activities are varied
and communicative, the teacher encourages the students to ask her for the meaning of any word they could not
understand, and not feel bad about asking”. With guided reading tasks she was not afraid to start a conversation
or discussion in English, even with lecturers, just to practise her English. “You have to be brave to learn,” said
Nabila in the interview.

Zaenal
Zaenal was no different from Nabila in that he, initially, was not confident in speaking. Different from
Nabila, however, the inhibitors that prevented him from speaking English was the fear of making mistakes in
vocabulary and pronunciation resulting in his being judged and feeling humiliated by his fellow learners.
However, after three times participating in guided extensive reading activities he showed greater
confidence and enthusiasm in speaking, despite some grammar mistakes and informal vocabulary. He said “I

414 st
The 61 TEFLIN International Conference, UNS Solo 2014
think the activities and exercises in the guided extensive reading are useful for learning a language simply
because students will practice the language and will apply what they have learned.” “Although I know I am
making not some but a lot of mistakes, but my classmates understand me, so no problem.” Also no choice—I
have to speak in English in the class, that’s the rule. “Zaenal revealed in the interview that to improve his
proficiency he even spoke aloud to himself. Thus Zaenal’s determination to succeed in his academic speaking
coupled with his need to overcome a feeling of inferior among his classmates.

Conclusion
Although all three students clearly recognized the benefits of GER to gain their English academic speaking, their
individual learning experience were essentially different. Despite Muji’s explanation that he neede English to
further his studies in an international university; Nabila’s rationale that she needed the language to get a job as a
Bank staff while Zaenal as an English teacher, their investments in academic speaking in GER differed. In
short, their paths to success in language learning were varied, largely social, and not merely motivational. These
differences in their investment in English were evident in spite of their competing for the same “symbolic
capital” (Bourdieu, 1991). Therefore, the differences in learners’ investments in a target language, which are
based largely on the individual’s social identity must be acknowledged.

References
Alqadi, K. R and Alqadi, H.M . (2013). The Effect of Extensive Reading on Developing the Grammatical
Accuracy of the EFL Freshmen at Al-Bayt University. Journal of Education and Practice, 4 (6).
Bourdieu, Pierre (1991) Language and Symbolic Power (John B. Thompson, ed.; transl. by Gino Raymond and
Matthew Adamson) Cambridge: Polity Press, 37-42.
Day, R. R. & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign
Language, 14(2), 136-141
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.
Krashen, S. D. (1993). The power of reading: Insights from the research . Englewood, CO: Libraries Unlimited.
Mikulecky, B.S. & Jeffries, L. (2007). Advanced Reading Power. New York: Pearson Education.
Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL
Quarterly, 29(1), 9-31.
Yamashita, J. (2008). Extensive reading and the development of different aspects of language proficiency.
System, 36, 661-6.

st
The 61 TEFLIN International Conference, UNS Solo 2014 415
 THE CULTURAL CONTENT OF GLOBALLY-DESIGNED ENGLISH COURSE BOOKS
AND THEIR IMPLICATION IN ELT

Martono
English Education Department, Sebelas Maret University

Abstract: Over recent years, there has been much interest in the role of culture in foreign language teaching.
Language and culture are interconnected, and the teaching of the former in the foreign situation requires the
teacher to be sensitive to the latter. Hence, EFL teachers need to be careful in deciding the selection of cultural
content for ELT classrooms. Most of the cultural information is retrieved in course books that are designed for a
specific language. Course books may directly or indirectly communicate sets of cultural values. In this paper, an
assessment of a globally-designed course book (Headway) for elementary English learners will be explored in
terms of the way in which the target culture has been described, considering the appropriacy of the cultural and
the socio-political content to the real situation in Indonesia. The basic framework of this analysis is adopted from
the model comprising a series of categories, which was elaborated by Risager (1991). The implications for the
decisions about the culture as content in foreign language pedagogy will be discussed from the perspective of the
appropriacy in Indonesian context.

Keywords: culture, cultural content, course book, language teaching

Introduction
According to Kramsch (1995), the term 'cultural' has often been associated with the term 'social', as
when one talks about the 'socio-cultural' factors which affect the teaching and learning a foreign language.
Culture is always linked to moral values, notions of good and bad, right and wrong, beautiful and ugly. One of
the major ways in which culture manifests itself is through language. With the respect to the relationship
between culture and language, Kramsch makes a brief description that 'language plays a crucial role not only in
the construction of culture, but in the emergence of cultural change'. In addition, Kilickaya (2004) posits that the
term 'culture' will be used in the sense of whatever a person must have in order to function and live in a
particular society. This includes also socio-cultural factors in the language teaching materials.
With the necessity of cultural component in foreign language teaching, there have been different
perspectives. Some might argue that to teach culture without language is 'fundamentally flawed’ and to separate
language and culture teaching is to imply that a foreign language can be treated in the early learning stages as if
it were self-contained and independent of other sociocultural phenomena' (Byram 1991). Culture in language
teaching materials is so essential to communication that it is sometimes considered as the fifth skill, apart from
the four macro skills which have always been taught in the classroom (Tomalin, 2008). From these perspectives,
the teaching of culture as a component of language teaching can give learners opportunity to cope with
experience in a different way, in other words 'broadening of the learner's horizon'.
By contrast, others might argue that the learning of especially high-status language associated with
cultural empires could result in ideological colonization (Holly 1990). This perspective may indicate the
embedded danger in including cultural component in foreign language teaching, in that it may impose the views,
beliefs, attitudes, and feeling of the target language society on foreign language learners.
In particular, with regard of teaching English as a foreign language, there has been inconclusive debate
as to what extent teachers should hold non-native speakers to native speaker's convention of language use, and to
native speaker's norms of interpretation, and as to how it can affect foreign language context. There appears to be
different perspective concerning this matter. One is that in teaching English to those for whom it is a second or
foreign language we may be promoting different ways of thinking and different values from those with which
they are familiar. Barrow (1990) advocate:

English does indeed enshrine a variety of ways thinking, values and assumptions that may be absent
from, or variance with, the presuppositions of other language, just as it may fill to recognize certain
ways of reviewing the world that are implicit in other language.

Furthermore he argues that our fear of cultural imperialism is unjustified because it is a fact of life and
some language and cultures are, in reality, superior to others. However, in my view, there seems to be danger in
this approach to teaching English as a foreign language. Nowadays English is a worldly dominated language as a
means of communication. The purpose of learning English varies at different situation, in that English is needed
as an international language by people who are not interested in British or American culture in some respects. As

416 st
The 61 TEFLIN International Conference, UNS Solo 2014
Cook (1983) states, cultural content is irrelevant to this kind of goal. Even though cultural content may suit the
integratively motivated student to perfection, it is thought that every culture has its own characteristics and it
should be respected equally. Similarly Phillipson (1996) warns that the dominance of English has also resulted in
the imposition of the Anglo-Saxon culture that goes with it. ELT material export not only globally conceived
English content, but also a methodology often associated with an Anglo-Saxon view of communication.
Under the circumstances, where contrastive arguments exist, there has been much interest in the role of
textbooks as a tool for transmission of culture. According to Risager (1991). Textbooks have been ascribed an
increasingly important cultural role as well as linguistic, in that 'linguistic examples have been dramatized to a
larger extent, interlocutors have become flesh and bloody by the way of drawing and photos, and the everyday
life, the social context, and the natural environment of the foreign countries concerned have been gradually
introduced'.
With respect to the evaluation of textbooks, there has been criticism that globally designed course
books tend to be stubbornly Anglo centric. They cannot by definition draw on local varieties of English and have
not gone very far in recognizing English as an international language either. Some argue that they failed to take
local sensitivities into account and have, as a result, made the learning process more difficult (Alpetekin 1993,
Phillipson 1993).

The Analysis of The Course Book (Headway)

Overall evaluation of this course book
On the whole, even though there seems to be relatively little cultural content of the target language in
this course book, which can be interpreted that it is aimed for those who have relatively limited amount of
language proficiency, this course book is still characterized by the fact that the presentation of the target
language in relation to its own culture is the generally stereotypical representation of that culture. As Gahagan
(1984 cited in Clarke and Clarke 1990) puts it:
A stereotype, therefore, is fixed and not open to modification like a generalization. Thus new
experiences will not enhance and develop understanding, but will be filtered in order to reinforce the
existing stereotype.

As for the stereotypical representations in TESOL materials. Clarke and Clarke (1990) claim that
Britishness seems to be the standard, and cross-cultural perspectives in communication are de-emphasized or
denied, pointing to numerous instances of stereotyping in British EFL material in areas of gender, race, class,
and religion. This kind of judgment seems to apply to this course book in some way. The more detailed
discussion about the way of cultural content representation and its appropracy in Indonesian context will be
described below. The categories can be distributed into two groups.

2-1 The micro level- phenomena of social and cultural anthropology

Social system
Apparently, the distinguishing feature of Britain compared with other countries is viewed as its
monarchy system. For example, in the description of life of The Royal Family, this course book (p 36) tend to
ignore the real nature of monarchy system, only depicting the Queen's daily life as being luxurious and
comfortable and present splendid photos. It would be more plausible to depict its system from the perspective of
ordinary people and its current issues related to the possible question of its existence.
In Indonesia, which has different political system in some respects, this description may not suffice
students' understanding of the reality in Britain system, assuming the Queen as a heroine in fairy tale book.

World viewpoint
In describing world historical facts and art, this course book give preponderance to introducing western
people in both text and photos, such as Mozart, Picasso, Einstein (p42) Leonardo da Vinci (p60) and three
inventors (p55) as great contributors to the development of science or art. This viewpoint appears to represent
the assumption that mainly western people have established the world civilization, implying that western people
are the centre of the world as leaders in the world.
However, it seems to me that Oriental civilization also have made great contribution to the
development of science and art and philosophy. In Indonesia as one of oriental countries, this kind of naive
interpretation of world history may have an negative influence on learners' viewpoint of the world in a subtle
way, ignoring their cultural inheritance. Nowadays Indonesian adolescent students tend to follow and be already
affected by Western trend culture. Even though intercultural education seems to be important in broadening
students' thinking, the situation above leads to the warning that it is time to regain country's cultural pride and
people should need enlightened attitude toward their culture.

st
The 61 TEFLIN International Conference, UNS Solo 2014 417
Class
On the whole, the middle class has preponderated such as doctor (p13), interpreter (p20, journalist
(p13, 20, 25, 27) all the characters (p77) are regarded as successful people in their career. In the depiction of the
life of middle class, it is described as being comfortable working and people spend their time taking leisure
instead of working in their job area (p27, 33). In other words, situations at work of interaction rarely exist, rather
situations of interaction mainly consist of party (p42, 52, 53, 78,107) spare time (p7, 104) etc.
Over the world , there are many different life styles in terms of class. So the middle- class focus seems
partly to be a cultural lag today. In Indonesian context, students may guess the life of Western middle class, in
that people are just enjoying party and having plenty of time to take trips etc. Even though it contains a little
grain of truth, students need to perceive class problem which exists in the target society and also in their own
countries from various perspective. This representation seems to be fragmented, which means real life is
described in flashes.

Gender
Since Porreca (1984) described how sexism is manifested in ESL textbooks and with what
consequences following a review of research on the relationship between language and sexism, there seems to
have been a change of sex roles in ELT textbooks. According to Porreca, the sexism in ELT materials can be
characterized by omission (females are depicted or mentioned only as often as males in both text and
illustrations), firstness (male firstness is three times as prevalent as female firstness), occupations (women are far
less visible than men in occupational roles are).
However, while the old family centred textbooks always depicted housewives working at home
(Risager ibid.), this course book seems to be careful to represent women having out-of-home occupations such as
journalist (p12), doctor (p14), interpreter (p20), interviewer for the BBC (p25) etc. In text and illustrations, the
content and photo dealing with females appears to account for more than half.
In spite of tangible change in depicting women, stereotyping in describing female's character still
remains in this course book. For example, short story ' The girl with green eyes' (p.96) is typical of representing
the prejudice that 'woman is the romantic'(Kaye 1989). In this short story, when a woman called Julie with green
with eyes is having a trip with her husband, she found her husband talkative and boring. At that time , there is a
man who is assumed to come from Japan (p96 'Nice hands,' she thought. He wore a very expensive Japanese
watch. I'd like to go to Japan). As soon as she saw him, she appears to have interest in that man. Finally, she left
her husband with that man without saying anything. It seems to me that this short story may imply widespread
prejudice that woman tend to follow just romantic thing without responsibility and prefer luxurious life to
ordinary life.
Similarly, this kind of stereotypical representation is found in one letter (p1 09), whose content is that a
woman called Paula left home with her lover because of her parents objection to their wedding. This letter seems
to be adopted from Beatles' popular song. Again in the content of Beatles' song, one daughter left home,
presumably because of the conflict with her parents. Usually this kind of role as a runaway is given to woman
not man, even though we admit the fact that there exists generation gap between the old and the young. If the
authors wish to present generation conflict, the focus on this conflict is not necessarily confined to this kind of
recurrent theme 'love' related to women ,neglecting other social problems.
From a different point of view, in one letter (p107-108) one woman wrote a thanks-letter for the dinner
party, but in another dialogue with her friend, she complains of the bad taste of food and boring atmosphere in
that party contrary to her letter), it seems to be difficult to interpret the author's intention. There seems to arise as
to whether this description represents middle class house wife's life in Britain or whether it is another
stereotypical representation of woman. Both cases may lead to students' misjudgement about the life of woman
in Britain, furthermore, promoting misgeneralization over woman.
Under the circumstances where Indonesia is becoming democratic society and is under the voice of
equality for between women and men, as Sunderland (1992) points out, this kind of course book's
representations of gender potentially can have an unconscious influence on students. As she puts it:
Any unconscious influence of female characters who played restricted social, behavioural does not
suggest cognitive and communicative empowerment for female learners.

Furthermore, there is a danger that both male and female students are likely to accept this kind of
stereotyping of female characters without discretion and apply it to reality.

Geographical environment
With respect of the geographical environment, it is dominated by life in urban centres, usually it
focused on European cities and Anglo-American cities such as Paris (p27), Portugal (p29), Budapest (p74),
Prague (p74) with pictures, usually the Asian countries are not mentioned except again Japan.

418 st
The 61 TEFLIN International Conference, UNS Solo 2014
 In case of comparing city with country, the comparison seems to be flat and tokenistical style (p69) The
perceived problem of the gap between city and country are rarely shown.

2-2 The macro level - social, political and historical matters

Broad social political facts and problems
In this course book, little information on sociocultural facts is given. Usually, if this information is
shown (e.g.p49, 92), some information seems to be irrelevant to the real description of contemporary society, in
that just presenting fragmented facts or some ridiculous questions (p92) such as 'Who did the actress Elizabeth
Taylor marry twice?
Similarly, broad socio-political problems such as youth unemployment, violence, drug, pollution,
smoking, which can lead students to understand the society in which thy are related to, are not mentioned in
deeper level.
As for the photograph (p30 one woman asks the other woman 'do you have a light?), it seems to me that
this situation may make students misunderstand the problem of smoking. Even though it is generally accepted
that smoking is a kind of personal taste and Indonesia is becoming westernized and is under the influence of
fragmentation, this is not in tune with Indonesian's value and emotion from the traditional viewpoint of
Indonesia, in that, which is considered as taboo for specially women in Indonesia. It seems to me that the
advocacy of smoking in terms of the symbol of woman liberation may not apply to this case, in that we do not
have to encourage smoking. But this might be the possible debate for or against smoking.

Race and international representations

Stereotypical representations of Britain culture might be applied in this case. As Clarke and Clarke
(ibid) points the omission of aspects such as the ethnic diversity constitute devaluation and denial. One of the
most widely examined manifestations of racism is omission. Except few photos (p58, 77) few black people
appeared by the way of photographs, which leads presumably, learners may infer the assumption that there are
few black people in Britain and their range of activity is not great. In fact, as Clarke and Clarke (ibid.) express,
they may also be found, like other people, hi a wide range of occupations and roles.
In contrast to the limited depiction of black, Japanese and relatively frequently have been appeared in
both texts and illustrations (p7, 8, 20, 29, 40, 96) as a representative of Asian people, assuming that there seems
to be no Asian countries except Japan. This kind of view may indicate the attitude toward Asian people and
show the commercialism of ELT material (e.g. even advertise Japanese product (e.g. p11 Nikon camera). Under
the circumstances, where especially this book is targeted for young learners, this kind of advertisement may
influence learners' future consumption. Especially in Indonesia where we can see contradictory feelings toward
Japan, students may feel this course book is aimed for Japanese students. This is likely to cause a reluctance to
learning.

Implication
Holliday (1994) argues that the professionalism in ELT is ethnocentric, failing to appreciate the social
backgrounds of others, using international English language education to feed its own expansionism. We should
therefore seek to develop pedagogy more appropriate to local conditions.
Furthermore, with regard of appropriateness in ELT, Widdowson (1994) suggests that a pedagogy of
the appropriate, which revises the authentic and adapts it to the local needs. Similarly, Kramsch and Sullivan
argues:
Appropriate pedagogy would thus allow learners either to conform to British social norms and give the
socially expected rejoinders, or create their own context of use according to the values cherished in
their national, professional-academic, or institutional culture.

From their perspective, we can draw useful insight into the way in which cultural content of English
language teaching may be made decision about in Indonesian context.
Learning English now are more pragmatic in nature, Prodromou (1988) propose that textbook material,
whether locally of internationally produced, authentic English and local varieties of English, can be all sources
of 'content', but they can at the same time be methodologically processed in such a way that they relate more
closely to the culture and experience of the learners. Alptekin and Alptekin (1984) advocate that teaching of
English should be independent of its nationality-bound cultural context, with a view to creating bilingual yet not
necessarily bicultural people. They suggest that local and international contexts which are familiar and relevant
to students' lives should be used instead of unfamiliar and irrelevant contexts from the English-speaking world.
Furthermore Alptekin (1993) argue that foreign language teaching materials which make use of target language
culture elements to present the systemic data are likely to interfere with the natural tendency, which is that it is

st
The 61 TEFLIN International Conference, UNS Solo 2014 419
most natural for learners to rely on their already established schematic knowledge when developing new
systemic knowledge.
Even though we notice the embedded danger pointed by the view of linguistic, or cultural imperialism,
there seems to still be left some questions to resolve as to what should language teaching be about. To what
extent knowledge of the target culture is necessary in foreign language teaching, considering the fact that we
have no choice but to teach English. It can be a problem for teachers of English as a foreign language to
determine how to approach the teaching of the aspects of background knowledge. As a way of solving this
problem, Brown (1990) argues that it is more useful to teach explicit strategies for making inferences from the
language used, stating that the benefit of inference is to show students how far they can go interpretation without
specific cultural knowledge.

Conclusion
On the basis of the analysis of this course book in terms of the way in which this book portrays the
target culture, we have seen that this course book lacks any awareness of some such as class, gender, race,
adopting apparently, a policy of avoiding cultural issues, as if they are too sensitive to countenance. Cartoon
pictures, 'cultural free' texts and texts of interest to people of many nationalities, and other vain attempts to de-
culture content rest on lowest common denominators rather than diversity within and across cultures.
We have shown that, in spite of well-organized framework and multiple and balanced activity, it seems
to be relatively inappropriate to the Indonesian context, in that the depiction of western society and people tend
to prevail in the whole content of this course book. Especially for young students in Indonesian secondary
schools, who have already been affected by western cultures and tend to follow it without discreet judgment, the
usage of this book may result in promotion of western cultural imperialism. Even though some argue the cultural
pedagogy of foreign language teaching should be based on intercultural understanding, one side orientation
(from western to country concerned) instead of mutual understanding can be distorted in some sense. Under the
circumstance, we should find appropriate pedagogy to local situation.

Bibliography
Alpetekin, C & Alpetekin, M .1984. The question of culture. ELT Journal 38/1
Alpetekin, C. 1993. Target-language culture in EFL materials. ELT Journal 47/2
Barrow, R. 1990. Culture, values and the language classroom, in Harrison, B. (ed) Culture and the Language
Classroom
Brown, G. 1990. Cultural values: the interpretation of discourse. ELT Journal 44/1
Byram, M. 1990. Foreign language teaching and young people's perceptions of other cultures, in Harrison, B.
(ed) Culture and the Language Classroom.
Byram, M. 1991. Teaching culture and language : Towards an integrated model, in Buttjes, D & Byram, M (eds)
Mediating Language and Cultures.
Clarke, J. & Clarke, M. 1990. Stereotyping in TESOL Materials, in Harrison, B. (ed) Culture and the Language
Classroom.
Cook, V. J. 1983. What should language teaching be about? ELT Journal 37/3
Holliday, A. 1994. Appropriate Methodology and Social Context.
Holly, D. 1990 The unspoken curriculum: or how language teaching carries cultural and ideological messages, in
Harrison, B(ed) Culture and the Language Classroom
Kaye, P. 1989. 'Women are alcoholics and drug addicts', says dictionary. ELT Journal 43/3
Kilickaya, F. (2004). Guidelines to evaluate cultural contents in textbooks. The Internet TESL Journal,
(12).http://itesl.org/techniques kilickaya-cultural content.
Kramsch, C. 1995. The cultural component of language teaching. Language, Culture and Curriculum vol 8/2
Kramsch, C. & Sullivan, P. 1996. Appropriate pedagogy. ELT Journal 50/3
Phillipson, R. Linguistic imperialism: African perspectives. ELT Journal 50/2
Porreca, K. 1984. Sexism in current ESL textbooks. TESOL Quarterly 18/4
Prodromou, L. 1988. English as cultural action. ELT Journal 42/2
Prodromou, L. 1992 What culture? Which culture? Cross cultural factors in language learning. ELT Journal
46/1
Risager, K. 1991. Cultural references in European textbooks: An evaluation of recent tendencies, in Buttjes, D.
& Byram, M. (eds) Mediating Language and Cultures.
Soars, L. and Soars, J. (1993). Headway Student’s Book Elementary. Oxford: Oxford University Press.
Soars, L. and Soars, J. (1991). Headway Student’s Book Pre-Intermediate. Oxford: Oxford University Press.
Sunderland, J. 1992. Gender in the EFL classroom. ELT Journal 46/1 ELT Journal 37/3
Tomalin, B. (2008). Making culture happen in the English language classroom. Teaching English. British
council, BBC. Retrieved on 23 April 2013 at (http://www.teachingenglish.org.uk)

420 st
The 61 TEFLIN International Conference, UNS Solo 2014
 PROBLEMATISING CULTURAL CONTENT IN ELT TEXTBOOKS:
A CASE OF INDONESIA

Syahara Dina Amalia

Universitas Muhammadiyah Surakarta
Syahara.Amalia@ums.ac.id

Abstract: The importance of cultural content in ELT (English Language Teaching) materials is strongly related
to the current role of English as an International Language (EIL). Furthermore, as English is now internationally
spoken, a need to learn the culture is also inevitable. However, many recent theories suggest that learning EIL
does not have to be associated with learning the culture of the ‘Western’ countries where English is spoken as a
mother tongue. As Smith (1976; as cited in McKay, 2002, p. 7) assumes that the ownership of English is now de-
nationalised, the cultural norms of native speakers not need to be internalised by EIL learners. Then, whose
culture should be taught to Indonesian learners? I have examined several aspects related to what implications the
cultural contents have in relation to the role of English in Indonesia, which can be of importance for many
educational practitioners. This paper is divided into two major sections, the theoretical background influenced by
theories that connect between culture and ELT materials and to what context English plays its role in Indonesia
and what cultural content Indonesian ELT should adopt in relation to the role of English in Indonesia.

Keywords: cultural contents, EIL, English materials, Indonesian ELT context

Introduction
The existence of cultural content is considered important in language learning materials; hence, the
learning of culture in language learning process becomes inseparable. Then, what kind of relationship does
language and culture have and why is culture important in the learning of language? My paper covers some
explanations and arguments regarding what Indonesian ELT teachers should teach in relation to the current
status of English, which puts more concern on the ELT materials commonly used by teachers, the textbooks.

Culture in Language Learning Materials

Culture, which is often associated with customs and values or anything that signifies a particular society
from another, is inseparable with language. Hall (1997) connects language to culture in a complex but sensible
way. He remarks that language serves as the medium whereby culture can create and preserve meanings and
values. Additionally, culture is the place where language used by people can represent their ideas, thoughts and
feelings. In addition, Kramsch (1998, as cited in Tong and Cheung, 2011) reminds us how language plays a vital
role in constructing cultural identity. Kramsch scrutinises that language not only expresses but also embodies
and symbolises cultural realities within a society. It enables the members to draw their personal pride, social
importance and historical continuity from using the same languages spoken by the society. Regarding the
relationship above, ELT should also become the place where learners are able to represent their identity through
the language they use. Therefore, it is teachers’ task to provide and facilitate the learning process with
appropriate cultural content so that learners can construct their own identity through English.

The implication of culture in TEIL

What kind of identity do learners need to express through English? It depends on their needs and
purposes in using the language. If they plan to live abroad, they should recognise customs and values that prevail
in the country where they plan to go. If they do not plan to live overseas but are about to encounter cross-cultural
communication with other people from different countries by using English, they ought to know a variety of
cultures from many parts of the world to avoid misunderstanding in communication. Some scholars’ viewpoints
are examined to answer why the choice of certain cultural content in different TEIL contexts is vital. One of the
common reasons is because the global spread of English has created a new role of English as an international or
global language. As a result, we need to consider that when interacting with people internationally, we also share
our cultural values as well customs to each other. We should first understand that the spread of English has led to
what Phillipson called as ‘linguistic imperialism’ (1992, as cited in Phan, 2008). His idea implies the dominance
of English and ELT in which he classifies into two different domains, the ‘Centre’ (English speaking countries)
and the ‘Periphery’ (Outer and Expanding Circle countries). Phillipson indicates that ELT pedagogies defined by
the Centre is said to be more advanced. Consequently, the Periphery tends to follow the Centre’s communication
norms. Nevertheless, although the Periphery countries realise their dominance towards their own ELT contexts,

st
The 61 TEFLIN International Conference, UNS Solo 2014 421
they try to resist and appropriate them according to their local contexts (Canagarajah, 1999; Pennycook, 2001, as
cited in Phan, 2008).
Meanwhile, the new role of EIL as the result of the rapid spread of English worldwide has forced people
who learn it to be exposed by the culture of English speaking countries mainly from which English becomes the
mother tongue of those countries. As stated previously, the effort to make English as the dominant language then
forces people to learn English in order to communicate with international communities. Consequently, cutural
values of the Inner Circle countries also become dominant in many ELT materials due to its power and
influence. In turn, those can be easily penetrated in many different ELT contexts not only because of the
powerful American and British ELT industries but also because of their representations that have been
commonly stereotyped by the learners. As stated by Kramsch (1998, p. 80-81), many learners tend to ‘imitate’
how the native speakers of the target language speak and behave to be able to speak the language like them.
Kramsch elaborates that language learners by nature deal with two important terms, authenticity and
appropriateness. She describes language learners as the ones who are keen on slipping into someone else’s shoes
by learning the language and as a result attach great importance to the cultural authenticity (e.g., Australian bus
schedules, American casualness) and the cultural appropriateness (e.g., Japanese salutations). The idea of
appropriation deals with how learners gradually make a foreign language and culture their own by adopting and
adapting it to their own needs and interests. Some view points above lead to the importance of discussing the
cultural issue in ELT materials since learning English cannot be separated from learning its culture. Kramsch (as
cited in Gnutzmann, 1999) declares that learning EIL involves learning how to understand and speak a variety of
Englishes with speakers who are not necessarily native speakers of the language. It is because English is no
longer linked with Kachru’s Inner Circle countries, as indicated by Kramsch (as cited in Gnutzmann, 1999),
‘culture has become discontinuous, inventive and mobile’ (p. 138), and vice versa. For that reason, I suggest that
ELT participants, including policy makers and textbooks publishers and authors should not take this issue for
granted but treat it carefully in a way that it will contribute to learners’ effort to build their own identity when
using English. Meanwhile, Smith (1976, as cited in McKay, 2002) clearly defines some notions that link culture
to EIL, which make the learning of culture is construed as significant. He defines his notions by separating them
into two senses, global and local. In a global sense, English is spoken in an international communication between
countries, thus, as it now develops into an international language, one of its major functions is to enable speakers
to share their ideas and culture with others. In a local sense, English which now serves as the language of wider
communication within multilingual societies becomes embedded in the culture of the country in which it is used.
All in all, why we need to discuss the importance of culture in EIL is connected to Kramsch’s “sphere of
interculturality” (1993; as cited in McKay, 2002). She proposes that learning cultural content in EIL is not
merely involving the transfer of information between cultures but it should be intended to enable speakers to
share their ideas and culture with others while having cross-cultural encounters. The essence of sphere of
interculturality is that in every cross-cultural interaction, speakers are suppossed to be able to reflect their own
culture in relation to others through their use of English.

Cultural content in ELT materials in general

The relationship between language and culture can be understood if we acknowledge kinds of culture
existing in language learning materials. First of all, Roger Bowers (as cited in Gnutzmann, 1999) fomulates
‘large cultures’ when doing two case studies aimed to demonstrate ‘how learners of English may have personal
and localised reasons for learning English, reasons which have little to do directly with the cultures of the
English native-speaking countries’ (p. 221). Bowers elaborates them into three levels namely the national, the
international and the transnational. The national level is concerned with British cultural norms, such as
enthusiasm of annual agenda like the cricket season. The international level deals with the European cultural set
but which is not limited to those geographically situated in European continent such as the high culture they
recognise, like composers, authors, and galleries. The transnational level comprises of professional groupings
that cut across national and international boundaries by setting up a new and impersonal set of joint assumptions.
He considers that ‘the learning and the teaching of English language can be motivated, influenced and structured
in terms of one or two or all of these cultural dimensions’ (p. 222). Accordingly, Bowers’ idea of three levels of
cultural content in ELT suggest that learners’ preference to employ one or all of them depends on their reason in
learning English.
Second of all, the more accepted classification which has been categorised thoroughly is framed by
Cortazzi and Jin (1999). They classify cultural content in English textbooks and materials into three. Source
culture materials are those which are derived from learners’ own culture and are aimed to enable learners to
maintain their own identity although they are using a language other than their own mother tongue, whenever
they communicate with other people by using the same language. Target culture materials are the contents that
make use of the culture of English-speaking countries where English is spoken as the first language. Target
culture materials tend to expose customs and values that characterise the culture of Inner Circle countries. The

422 st
The 61 TEFLIN International Conference, UNS Solo 2014
implication of target culture materials to ESL/EFL learners is clearly described by McKay (2002) by showing
how material related to the target culture can be interpreted differently by learners who are not accustomed to the
culture. International target culture materials, which use a range of cultures in English-speaking countries as well
as in non-English-speaking countries, are influenced by the assumption of the current role of EIL, a medium of
communication spoken by many people in the world who have different kinds of mother tongues. Cortazzi and
Jin (1999; as cited in McKay, 2002) describe that this type of material represents a great variety of cultures of
many English and non-English speaking countries. As a result, international target culture materials that
represent diverse contexts of the use of EIL can help the learners identify various manners in which English can
be used internationally and examples of cross-cultural pragmatics in which billingual users of English draw on
their own rules of appropriateness. Hence, Kramsch’s idea of the sphere of interculturality between speakers of
EIL can be encouraged through the use of international target culture materials since they can provide a basis to
gain a fuller understanding of how English today serves as a great variety of international purposes in a broad
range of contexts that enable the speakers to reflect on their own local and global uses of EIL (Cortazzi & Jin,
1999; McKay, 2002).

The relevance of Cultural Content in Indonesian ELT Context

Studies about whose culture should be given in language learning materials of ELT classes have been
greatly conducted by many scholars. However, few of them are from the countries where English is taught as a
second or foreign language. This fact leads to a question whether or not Indonesian teachers have been aware of
the issue. Ideally, English teachers should recognise that the issue of cultural content in the materials they deliver
to the learners is very relevant to the learning purpose their learners want to achieve. The study of English
textbooks cannot be kept apart since both teachers and learners still count on to them largely, especially in
Indonesia. The next part will describe how English serves as a foreign language in Indonesia and how it gives
implication to Indonesian ELT.

The role of English in Indonesia

Unlike in other Asian countries colonised by the United Kingdom or the United States, English in
Indonesia has long served only as a foreign language. Nevertheless, the former Indonesian government seemed
to be aware of the significance of English competence to develop its nation. As stated by Alisjahbana (as cited in
Britton, Shafer, & Watson, 1990), English was taught as an obligatory subject at junior high school as well as at
senior high school since the beginning of Indonesian independence. Since then, English also became one of the
compulsory subjects to be tested in National Test (UN) of junior and senior high schools. The significance of
ELT in Indonesia then influences many aspects of educational systems both formal and informal ones. Some
schools establish ‘international classes’ by applying bilingual instructions, plenty franchise networks of English
courses are founded, and many publishing companies continuously publish a variety of English textbooks to
fulfill the high demand in ELT throughout Indonesia. Given the geographical position in the eastern part of the
world, people in Indonesia often perceive whatever coming from countries like the United States, the United
Kingdom, and so on as Western culture. Even any cultural values or customs derived from Australia are
stereotyped as Western culture despite its location in the south east of Indonesia. The same term also prevails for
any cultural content derived from the countries mentioned above as ‘Western materials’. This stereotype cannot
be separated from English hegemony of the Inner Circle countries. Thus, the cultural content found in ELT
materials published by Indonesian publishers are greatly influenced by that type of culture.

English textbooks in Indonesia

In Indonesia, production and distribution of English textbooks for primary and secondary schools have
become promising business in educational industry. As a result, many new publishing companies which
specialise themselves in printing and selling English textbooks from multinational companies to local and small
ones have been established freely. When dealing with English textbooks, we need to pay attention to the contents
preferred by authors and publishers. The choice of culture cannot be separated from the commercial preference.
Some publishers may be obsessed with target culture content since it is more commercial and attract more
customers. In Indonesia, there are many publishing companies that vary in types of textbooks they produce.
Firstly, English textbooks published by big companies can be easily found in many bookstores. The textbooks
they sell are designed to attract customers. Therefore, the choice of cultural content tends to be based on the
culture of Inner Circle countries since whatever related to those countries are considered more advanced in the
sense of English authenticity. I conducted a surface examination on the contents of four textbooks commercially
sold in bookstores. Four of them are written according to the latest 2013 Curriculum and are published in 2014.
In “Pathway to English for Senior High School Grade XI: General Programme” (Sudarwati, 2014) published by
Erlangga, most images show photos of people who have white skin and blond hair, who do not resemble
Indonesian people. Images of people that present local or source culture materials are only few, which show

st
The 61 TEFLIN International Conference, UNS Solo 2014 423
some Indonesian public figures such as artists and heroes. Secondly, there are other textbooks published by local
companies. The publishers are usually small companies in which their market places are in small towns since the
prices of the books are more affordable, whereas the preference of cultural content contained in the textbooks
can be easily referred to the front covers, too. It can be seen from the images attached on the front covers that
show the famous red London bus and the Big Ben. Despite the awareness the publishers have towards the
importance of ‘sphere of interculturality’ that are promoted through the cultural content in the books, they seem
to be reluctant in taking risk for the sake of marketing consideration by representing the Inner Circle cultures on
the cover page of the textbooks they publish. This can be found in the cover page of “Talk Active: Compulsory
Program for Grade X Senior High School” (Mulyono, & Kurniawan, 2014) published by Yudhistira. Thirdly,
“Bahasa Inggris untuk SMA-MA/SMK Kelas XI” published by Yrama Widya (Djuharie, 2014) has shown many
images that represent source culture materials such as national television programs, Indonesian public figures,
currency and foods, famous places and common situations in Indonesia such as traffic, floods and so on. Even
so, the number of images that represent target culture material surpasses the images that represent Indonesian
culture. Meanwhile, many images that represent source culture materials have been shown in “English in Use for
Grade X of Senior High Schools: Linguistics and Cultural Studies” (Daryanto, 2014) published by Platinum,
Tiga Serangkai. They range from Indonesian religious places, common situations and activities in Indonesia,
famous places and figures, Indonesian flag and the symbol of Garuda, and so on.
Besides images, reading texts can also indicate whether the writers prefer source culture, target culture
or international target culture materials. In Mulyono’s and Kurniawan’s book, there are more than ten reading
texts that show source culture materials, while around ten of them display target cultures. A text about Ban Ki
Moon, the Secretary General of United Nations, represents the international target culture material. In Djuharie’s
book which has around twenty five reading texts, there are less than ten text showing source cultures and a text
about Indian marriage shows international target culture. Meanwhile, in Daryanto’s book which has less than
forty reading texts, ten texts depict Indonesia and its culture, while a story from Laos indicates international
target culture material. In less than fifty reading texts in Sudarwati’s book which presents international target
cultures by showing two texts about Mahatma Gandhi and a panda, around six texts indicate Indonesian culture
materials while most of them depict target culture materials. Each of the four textbooks has shown a variety in
displaying the three types of cultural materials, based on the writers’ preferences. Some English textbooks have
been written in accordance to the awareness of the importance of international target culture materials by
representing several samples of international cultures from many different countries in their books. However,
have those cultural contents represented the international target cultural contents that can prepare the learners to
face real-life cross-cultural encounters, enabled them to appropriate their own English when dealing with other
speakers from different cultures and prepared them to be able to reflect their own identity and culture towards
the others? Has the governmment noticed this importance and created a policy to regulate what cultural content
should be included in those textbooks?

Whose culture to be adapted in Indonesia

As emphasised by Kramsch (as cited in Gnutzmann, 1999), people are willing to express through the
native’s language, beliefs and values but they do not want to give up their own. Kramsch describes it as a
challenge faced by English learners along with the development of English as an international language. She also
points out how teachers can teach English language and its native culture without losing their own local native
culture. It leads to the global/local cultural dichotomy which should be concerned by teachers of English.
Canagarajah (1999) proposes and compares two models of critical pedagogy for any schools, teachers, learners,
authors as well as policy makers to set their attitudes towards linguistic imperialism, particularly English
imperialism. The first method is named reproduction theory in which any participant in education tends to
embrace the values of the dominant culture of ELT by showing sort of receptive attitude towards its culture.
Canagarajah makes an analogy of receptive theory by describing how a learner who admires the ‘western’
culture shows greater receptivity to the values such as personal discipline and routinised lifestyle. The resistance
theory stands against the dominant culture and thereby tries to preserve its own cultural values. In my view, the
later theory is the one should be adopted by Indonesian ELT participants in order to create the sphere of
interculturality among many different speakers. Moreover, Bowers (as cited in Gnutzmann, 1999) argues that the
more widely English is used the less it is restricted to a particular set of purposes for a particular set of people (p.
221). It implies that nowadays the reason why people are learning English does not always refer to the attempt to
be competent when communicating with people from Inner Circle countries but to be comprehensible when
sharing each other’s culture with any people using English as the medium of interaction. Regarding the points
above, Indonesian teachers and other participants in education should reconsider when choosing whose culture
they want to teach. Mercer (1988; as cited in Hall, 1997, p. 58) denotes that in relation to the current English role
as an international language, TEIL should be seen as a process whereby teachers should guide their learners in
seeing how the dominant culture in order not to be taken for granted as the only culture they want to represent

424 st
The 61 TEFLIN International Conference, UNS Solo 2014
through the language they use. Instead, teachers ought to be prepared in facilitating their learners to appropriate
their use of English and articulate their culture so that they are able to represent their identity in relation to
others. This attempt should also be executed by other participants involved in Indonesian ELT, not only for
textbook writers and teachers but also for curriculum designers and policy makers. Woodward (2001) supports
by stressing that identity ‘gives us a location in the world and presents the link between us and the society in
which we live’ and ‘gives us an idea of who we are and of how we relate to others and to the world in which we
live’ (p. 1). As a consequence, whether it is a material taught by a teacher or a book published by an author, the
cultural content presented in textbooks should contain values by which the learners can establish their identity.

Conclusion
The inseparable relationship between language and culture results in the notion that culture becomes an
important aspect of language learning, especially in English language learning since the increasing use of
English in global world has turned it into an international language. Moreover, as studied by many scholars, the
need to understand each other’s culture in cross-cultural encounters is considered vital. It is due to the fact that
when having an international interaction, speakers are exchanging not only their ideas but also their cultures.
Hence, the decision to adopt whose culture should be carefully undertaken since it will influence the way the
learners represent their own identity when using English. In addition, according to Dat (as cited in Tomlinson,
2008), “an overdose of local-culture ingredients can easily damage learner curiosity and the novelty effect of
many subject matters (p. 268).” The four textbooks that I examined can be investigated further to gain deeper
and more meaningful results in order to find out what preference the writers of textbooks offer to teachers in
accordance to the current status of English and ELT in global scope. In summary, it is essential for all ELT
participants in Indonesia to understand that the cultural content in ELT materials such as textbooks should be
designed to represent both source culture and international target culture to prepare the learners when
encountering real-life cross-cultural communications. By doing so, it will enable the learners to appropriate their
own English when interacting with other speakers from different cultures and in turn enable them to reflect their
own identity and culture in relation to others. As a result, governmment should acknowledge this importance and
provide a policy that can regulate the most appropriate cultural content that should be included in Indonesian
ELT textbooks.

References
Britton, J., Shafer, R. E., & Watson, K. (1990). Teaching and learning English worldwide. Clevedon, UK:
Multilingual Matters.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. New York: Oxford University
Press.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: materials and methods in the EFL classroom. In E. Hinkel (Ed),
Culture in Second Language Teaching and Learning. Cambridge, UK: Cambridge University Press.
Daryanto, J. (2014). English in use for grade X of senior high schools: Linguistics and cultural studies. Solo:
Platinum, Tiga Serangkai.
Dat, B. (2008). ELT materials used in Southeast Asia. In B. Tomlinson. (Ed.), English language learning
materials: A critical review (pp. 263-280). London: Continuum.
Djuharie, O. S. (2014). Bahasa Inggris untuk SMA-MA/SMK kelas XI. Yrama Widya: Bandung.
Gnutzmann, C. (Ed.). (1999). Teaching and learning English as a global language: Native and non-native
perspectives. Tubingen, Germany: Stauffenburg Verlag.
Hall, S. (1997). Representation: Cultural representations and signifying practices. London: SAGE Publications.
Kramsch, C. (1998). Language and culture. London: Oxford University Press.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. New
York: Oxford University Press.
Mulyono, & Kurniawan, L. (2014). Talk active: Compulsory program for grade X senior high school.
Yudhistira: Jakarta Timur.
Phan, Le Ha. (2008). Teaching English as an international language: Identity, resistance and negotiation.
Clevedon, UK: Multilingual Matters.
Sudarwati, Th. M., & Grace, E. (2014). Pathway to English for senior high school grade XI: general
programme. Jakarta: Penerbit Erlangga.
Tong, H. K., & Cheung, L. H. (2011). Cultural identity and language: a proposed framework for cultural
globalisation and glocalisation. Journal of Multilingual and Multicultural Development. Vol 32, No. 1,
February 2011, 55-69. London: Routledge.
Woodward, K. (2001). Identity and difference. London: Sage Publications.

st
The 61 TEFLIN International Conference, UNS Solo 2014 425
 English Education Department
Teacher Training And Education Faculty
Sebelas Maret University
Jalan Ir. Sutami 36 A Kentingan, Surakarta, Central Java, Indonesia 57126
Email: committee@teflin2014.org

ISBN 978-602-14018-1-1
978 602 14018 1 1