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