Research Method Research Findings

7 categories, namely, social contextual factors, stylistic appropriateness factors, cultural factors, and non-verbal communicative factor. e. Strategic Competence Strategic Competence conceptualized as knowledge of communication strategies and how to use them. In other word, it is the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code. According to Celce- Murcia et al 1995, 28 this competence consist of five main parts , namely, avoidance and reduction strategies, achievement and compensatory strategies, stalling and time gaining strategies, self- monitoring strategies, and interactional strategies.

2. Research Method

This study applies qualitative method. Bogdan and Taylor in Moelong 2007: 4 said that qualitative method is research procedure that yield descriptive data in the form of written or oral speech and observable behavior. The approach used for this research is content analysis. This analysis closely associates with qualitative research. Indeed, qualitative content analysis also said as „latent level analysis‟, because it concerns second-level, interpretative analysis of the underlying deeper meaning of the data Dornyei, 2007: 245-246. The data of this research are some tasks that are written in the work book. The source of data is English work book Edukatif of the eight grade Junior high school students and published by Akik Pusaka Sragen. This research includes the work book for the first and second semester. Each work book consists of three chapters related to certain theme. Here, the writer focuses on discussing some tasks that are covered in those three chapters. The technique used to collect the data is documentation method. There are some procedures in applying this method. a. The researcher reads the entire tasks in both work books. 8 b. She marks the tasks that are thought can develop the target competences. c. She gives code on the marked materials in accordance with the developed competence. d. She notes the page and number of the tasks that develops the competence. e. She accounts amount of the tasks that develop the competence After collecting the whole data, the next step is analyzing the data. Huberman and Miles 1994: 10 mention three linked processes of analysis, namely, a data reduction, b data display, and c data conclusion drawing and verification. The process of analyzing data is described in the figure below. Figure 2. Components of Data Analysis: Interactive Model Huberman and Miles, 1994: 12

3. Research Findings

The findings of the research are displayed in the table below. They are displayed based on the competence developed and followed by the example of the tasks. Data Collection Data Display Data Reduction Conclusion: DrawingVerify ing The Frequency of the Tasks to Develop Students’ Discourse Competence. The following table is the frequency of both Edukatif work books in providing tasks to develop the students‟ discourse competence. Table 4.1.Frequency of ‘Edukatif’ Work Book in Providing Tasks to Develop Students’ Discourse Competence. Work book Competence Sub- Competence Example Frequency Total I Discourse Cohesion 146 - Reference Look this sentence It shows them… paragraph 2. “It” refers to… 6 - Ellipsis Is it tropical bird? Answer: Yes, it is 6 - Conjunction Pulau Tiga is a popular island. This is .… so, or, and, because two episode of TV program survivor was filmed here. 4 - Lexical Organization ....he waits quietly by my bed until I wake. The word underlined has the similar meaning as…. 21 Deixis On the island you will find mud volcanoes…..This, That, These, Those volcanoes are about two meters high and 10 meters in diameters. 48 Coherence Everyone enjoys playing futsal. This is way…much, a few, a little of the school in Kuantan have decided to organized a futsal tournament in Kuantan. 28 GenreGeneric Structure Write a letter in the form of recount about your past experience when you were ill or treated in the hospital 30 Conversational Structure Farah: May I speak to Rudi? Rudi : ……..is speaking? 3 II Discourse Cohesion - Reference ….I could not forget it. „it‟ refers to….. 4 - Ellipsis Is Tony going to come to the party? 6 9 Answer: No, he isn‟t 110 - Conjunction Fill the blanks with: Although, so, because or but. - The farmers want to plant the rice….there is no water. 2 - Lexical Organization They grew impatient with only one golden egg a day Paragraph three. The opposite of the underlined word above is………. 6 Deixis Today, I give this necklace to you. 47 Coherence Only a short time after I……1 my 13 th birthday, everything was changing for me. One day I……2 that my voice was becoming deeper and sounding rough. ,… 21 Genre Generic Structure Work in pair. Identify the characteristic of the text above. Don‟t forget to supply examples of characteristic from the text above. 15 Conversational Structure You : Hello Mr. Budi, the weather is bright, isn’t it? Mr. Budi: Oh, hello. Yes, the weather is so bright. I love it. 9 The Frequency of the Tasks to Develop Students’ Linguistic Competence. The following table is the frequency of both Edukatif work books in providing tasks to develop the students‟ linguistic competence. Table 4.2. Frequency of ‘Edukatif’ Work Book in Providing Tasks to Develop Students’ Linguistic Competence. Work book Competence Sub- Competence Example Frequency Total I Linguistic Phonology - Morphology A dog run fast but a horse is faster 2 1 Lexicon Complete the sentences with the correct words - When the harvesting time, the farmer has abundant of rice. 19 27 Syntax Change into negative and interrogative sentences. - Mother plants the flowers in the garden. 6 II Linguistic Phonology - 40 Morphology Change the following regular verb into past forms 1. lie 2. describe 7 Lexicon Find the Indonesia meaning of the underlined phrase on the text above - the entrance gate - walked around 22 Syntax Arrange these sentences into the correct orders - are- as–sky- blue- as- eyes-the 11 The Frequency of the Tasks to Develop Students’ Actional Competence. The following table is the frequency of both Edukatif work books in providing tasks to develop the students‟ actional competence. Table 4.3. Frequency of ‘Edukatif’ Work Book in Providing Tasks to Develop Students’ Actional Competence. Work book Competence Sub- Competence Example Frequency Total I Actional Knowledge of Language Function -Interpersonal Exchange Listen to your teacher reading the following dialogue Andi : Hi , Nila Nila : Hi, Andi 27 - Information Complete the dialogue below? Mr. John : Thank you very much, Sir. By the way, can you tell me how to get the subway station from the bank? 6 11 - Opinion Choose the correct answer by giving cross on a, b, c, or d Cyntia: What do you think of Indonesian movie today? Sita : In my opinion, it is good 12 68 - Feelings Practice the dialogue below Yohana: Novi, tomorrow is a holiday. How about going,… Novi : That’s great. I agree with you. I wanted to go there 3 - Suasion Father : Rian, don’t forget to water the plants. They will die if you do not water them twice a day. 13 - Problems Yani: Ani, where is my eraser? you borrowed it yesterday, didn‟t you? Ani : Yes, but I lost it last night at home. I am really sorry. 4 - Future Scenario Father: Promise me you don’t lie next time. Rian : I promise 3 Knowledge of Speech Act - II Actional Knowledge of Language Function -Interpersonal Exchange Nita : Do you want to come to my house? we can do our homework together. Leo :Yes, certainly. We can discuss it together. 25 - Information Someone : Excuse me, Could you tell me 4 12 where the rest room is? You : Yes, it is near the record store. 53 - Opinion Complete the dialogue with suitable expressions Adi : What do you think of the story of Malin Kundan?asking Sanusi : I think the story is very touching. 15 - Feelings Dhea : Yes, it is. Nice weather we‟re having. Jack : Look This is a fantastic sight. 2 - Suasions Shinta : Dad, can I go to Diana’s party tonight? Tomorrow is holiday. I don‟t have any homework. 1 - Problems - - Future Scenario Jack : The weatherman says it will be sunny today. Dhea : Really, Let‟s go camping then,… 5 Knowledge of Speech Act Shafa : It is hot today. Gita : Would you like a glass of ice? Shafa :Yes, please I like it very much. 1 13 The Frequency of the Tasks to Develop Students’ Sociolinguistic Competence. The following table is the frequency of both Edukatif work books in providing tasks to develop the students‟ sociolinguistic competence. Table 4.4. Frequency of ‘Edukatif’ Work Book in Providing Tasks to Develop Students’ Sociolinguistic Competence . Work book Competence Sub- Competence Example Frequency Total I Sociolinguistic Social Contextual Factor Andi: Hi, Nila Nila : Hi, Andi Greeting between two classmate that might have equal age, statusas student and it happened in backyard of Nila‟s house 16 Stylistic Appropriateness Factors Shopkeeper :Would you like a hat, Sir? There are several colors including blue. Michael : No, thanks,... Negative politeness and using more formal language 16 Cultural Factors - Non-Verbal Communicative Factors - II Sociolinguistic Social Contextual Factor Someone: Excuse me. Could you tell me where the restroom? You : Yes, it is near the record store. Dialogue between foreigner and you. It take place in a mall 13 Stylistic Appropriateness Factors Father: Anton, come here a minute. Anton: Yes, Dad, What is it? Father: What do you say if we go to the bookstore tomorrow to buy some story books? Positive politeness and use less of formal language 13 Cultural Factors - Non-Verbal Communicative Factors - 14 The Frequency of the Tasks to Develop Students’ Strategic Competence. The following table is the frequency of both Edukatif work books in providing tasks to develop the students‟ strategic competence. Table 4.5. Frequency of ‘Edukatif’ Work Book in Providing Tasks to Develop Students’ Strategic Competence. Work book Competence Sub- Competence Example Frequency Total I Strategic Avoidance or Reduction Strategies - 7 Achievement Strategies - Time-Gaining Strategies Rian : Umm…..yes, I did. 7 Self-Monitoring Strategies - Interaction Strategies - II Strategic Avoidance or Reduction Strategies - 5 Achievement Strategies - Time-Gaining Strategies Nissa : Well , I am reading an English book. We‟re having a test tomorrow, remember? 5 Self-Monitoring Strategies - Interaction Strategies - 1 5 16

4. Discussion