Analyzing Communicative Competence in ESP Syllabus for Nursing Department: A Content Analysis.
ANALYZING COMMUNICATIVE COMPETENCE IN ESP SYLLABUS FOR
NURSING DEPARTMENT:
A CONTENT ANALYSIS
A THESIS
PUPUT JIANGGIMAHASTU LARASTIKA SURYANTO
(S891502016)
Submitted as Partial Fulfillment of the Requirement for
the Graduate Degree in the Graduate Program of
the English Education
ENGLISH EDUCATION PROGRAM OF MASTER DEGREE
FACULTY OF TEACHING TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
i
ii
iii
PRONOUNCEMENT
This is to certify that I myself write the thesis entitled “ANALYZING
COMMUNICATIVE
COMPETENCE
IN
ESP
SYLLABUS
FOR
NURSING DEPARTMENT: A CONTENT ANALYSIS
It is not a product of plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed on the bibliography. If
then, this pronouncement proves wrong, I am ready to accept any academic
punishment, including withdrawal or cancelling of any academic degree.
Surakarta, February 2017
Puput Jianggimahastu
iv
ABSTRACT
PUPUT JIANGGIMAHASTU LARASTIKA SURYANTO. S891502016.
2017. Analyzing Communicative Competence in ESP Syllabus for Nursing
Department: A Content Analysis . First Consultant: Prof. Dr. Sri Samiati
Tarjana. Second Consultant: Dr. Nur Arifah Drajati, M.Pd. Thesis. English
Education Department, Graduate School, SebelasMaret University, Surakarta,
2017.
Along with the establishment of Asean Economic Community in 2015,
opportunities to work abroad as health workers especially as nurses are wideopen in some countries. But, the recent condition shows that most Indonesian
nursing graduates students lack in knowledge and competency of English as the
key to enter international world. That problem is related to the quality of
nursing education including the curriculum and all aspects needed (subject,
syllabus & materials). Due to those problems, this study was conducted with
the aims to analyze to what extent the ESP syllabuses designed for Nursing
Department meet the communicative syllabus criteria & communicative
competence criteria.
The study was carried out at one health education institution in Madiun.
The study was designed as qualitative content analysis study. Document
analysis & personal interview were the data collection techniques. Checklist
item was constructed to analyze the syllabuses. ESP syllabuses for Nursing
Department consist of 4 syllabuses; Bahasa Inggris syllabus, Nursing English
1, 2 & 3.
The analysis result showed that the syllabuses have sufficiently fulfilled
the criteria of communicative syllabus in terms of; syllabus type, language
content dimensions, process dimensions (organization, teacher’s and learner’s
role, and activities & task) and product dimensions. However, there were also
found insufficient aspect in terms of organization and teacher’s role. The
syllabuses had fulfilled communicative competence criteria including five
competences; discourse competence, linguistic competence, actional
competence, socio cultural competence, and strategic competence.
Nevertheless, strategic competence was less provided in the syllabus.
Hopefully, the result of this study can provide an insight in designing a
syllabus.
Keywords: communicative competence, communicative syllabus, content
analysis, ESP, syllabus analysis
v
MOTTO
Keep going. Do not stop until you are proud. Difficult roads often lead to
beautiful places.
vi
DEDICATION
With deep profound love, this research is fully dedicated to:
My beloved parents who always believe in me, Bapak Bambang Suryanto and Mama
Nanik Sulastri
My super annoying but lovely sister, Dyahestuputriarri P.S.
My cute little brother who is growing up, Suryapandu
My sugar sweet who never give up on me, Ferry Kurniawan
My sweet besties “Geng Muleg” who always cheer me up and make my day in
Surakarta, Kaukabilla, Mala, Faiqatur, and Renata
My almamater, University of Sebelas Maret
♥♥♥♥♥♥♥♥
vii
ACKNOWLEDGEMENT
The deepest gratitude is addressed to the Almighty, Allah SWT, for He has
never been tired of listening and approving any proposals that finally the writer
finish this thesis as a partial fulfillment of the requirement of the graduate degree of
English education.
In completing this research report in the form of thesis, the writer
acknowledges the never-ending supports, motivation, and prayers which had
pumped up the writer’s energy and dedication to the finishing of the thesis
1. The Dean of Teaching Training and Education Faculty, Sebelas Maret
University.
2. The Head of English Education Department, Graduate School of Sebelas
Maret University.
3. Prof. Dr. Sri Samiati Tarjana, the first advisor for her priceless advices,
suggestions, time and encouragement to finish this thesis.
4. Dr. Nur Arifah Drajati, M.Pd as the second advisor for criticism, valuable
ideas and supports.
5. Mr. Dwi Setiyadi, Mbak Diyah, and Mbak Nadia for the inspiration and help
to finish this thesis.
6. The parents and family of the writer for their support and caring
7. The writer’s classmate of English Department 2015 for the spirit and
happiness.
Being fully aware of imperfectness of the thesis, the writer expects any
critiques and advices towards this thesis. Finally, the writer sincerely hopes that this
very thesis would provide contribution to the reader and other researchers.
Surakarta, February 2017
Puput Jianggimahastu
viii
TABLE OF CONTENT
TITLE .................................................................................................................. i
APPROVAL ....................................................................................................... ii
LEGALIZATION OF THE BOARD OF EXAMINERS .............................. iii
PRONOUNCEMENT ....................................................................................... iv
ABSTRACT ........................................................................................................ v
MOTTO ............................................................................................................. vi
DEDICATION ............................................................................................ vii
ACKNOWLEDGEMENT ............................................................................. viii
TABLE OF CONTENT .................................................................................... x
LIST OF TABLES .......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDIXES ................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................ 1
B. Limitation of the Study .................................................................. 5
C. Research Questions ........................................................................ 5
D. Objectives of the Study ................................................................... 5
E. Benefits of the Study ...................................................................... 6
CHAPTER II LITERATURE REVIEW
A. English for Specific Purpose (ESP)
1. The Concept of ESP ................................................................. 7
2. Syllabus Objectives for ESP .................................................... 9
B. The Communicative Syllabus
1. The Concept of Syllabus ........................................................ 10
ix
2. Types of Syllabus ................................................................... 11
3. The Aspect of Communicative Syllabus ................................ 16
a. Language Content Dimension ................................................. 17
b. Process Dimension ................................................................... 18
c. Product Dimension ................................................................... 24
C. Communicative Competence
1. Discourse Competence .......................................................... 26
2. Linguistic Competence ........................................................ 29
3. Actional Competence ............................................................. 31
4. Socio-cultural Competence ................................................... 34
5. Strategic Competence ............................................................ 36
D. Previous Studies ........................................................................... 39
E. Conceptual Framework ................................................................ 42
CHAPTER III RESEARCH METHOD
A. The Research Design .................................................................. 45
B. The Research Setting ................................................................... 46
C. The Research Object .................................................................... 47
D. The Source of Data ............................................................................. 48
1. Document .............................................................................. 48
2. Informant ................................................................................ 48
E. The Data Collecting ...................................................................... 48
F. The Sample of the Study .............................................................. 51
G. Trustworthiness
1. Credibility .............................................................................. 51
2. Dependability ......................................................................... 52
H. The Data Analysis ........................................................................ 52
x
CHAPTER IV RESEARCH FINDING AND DISCUSSIONS
A. Data Description ................................................................................... 55
B. Research Findings ................................................................................ 56
1. Accomplishment of the syllabus to communicative syllabus criteria ...... 56
a. Syllabus Type ...................................................................... 57
b. Language Content Dimension............................................. 59
c. Process Dimension .............................................................. 62
1) Organization ................................................................... 62
2) Teacher’s and Learners’ role .......................................... 64
3) Activities and Tasks........................................................ 67
d. Product Dimension.............................................................. 70
2. Accomplishment of the syllabus to communicative competence criteria . 71
a. Discourse Competence ...................................................... 72
b. Linguistic Competence .................................................... 76
c. Actional Competence ......................................................... 82
d. Socio-cultural Competence ............................................... 88
e. Strategic Competence ........................................................ 92
C. Discussion ............................................................................................. 94
1. Accomplishment of the syllabus to communicative syllabus
criteria .................................................................................... 94
2. Accomplishment of the syllabus to communicative competence
criteria .................................................................................... 99
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ................................................................................. 102
B. Implication ................................................................................. 102
C. Suggestion .................................................................................. 103
REFERENCES ............................................................................................... 105
APPENDICES
xi
LIST OF TABLE
Table 2.1
Discourse Competence Checklist for Syllabus ...................... 27
Table 2.2
Linguistic Competence Checklist for Syllabus ..................... 30
Table 2.3
Actional Competence Checklist for Syllabus ....................... 32
Table 2.4
Socio-Cultural Competence Checklist for Syllabus .............. 34
Table 2.5
Strategic Competence Checklist for Syllabus ....................... 37
Table 2.6
The Framework of Instruments ............................................. 43
Table 3.1
The Research Schedule ......................................................... 47
Table 3.2
Syllabus Content Analysis Checklist ..................................... 49
Table 3.3
Communicative Syllabus Components ................................. 53
Table 3.3
Communicative Competence Components ........................... 53
Table 4.1
Data Coding of Syllabuses ..................................................... 56
Table 4.2
General Analysis of the Syllabuses ........................................ 56
Table 4.3
Type of Syllabus .................................................................... 57
Table 4.4
Language Content of the Syllabus ......................................... 59
Table 4.5
Teacher’s and Learners’ Role ................................................ 66
Table 4.6
Type of Activities ................................................................... 68
Table 4.7
General Analysis of Communicative Competence ................ 72
Table 4.8
Component of Discourse Competence ................................... 76
Table. 4.9
Component of Linguistics Competence ................................ 81
Table 4.10
Component of Actional Competence .................................... 87
Table 4.11
Component of Socio-cultural Competence ........................... 92
xii
LIST OF FIGURES
Figure 2.1
Elo & Kynga’s Conceptual Framework ................................. 44
Figure 3.1
Elo & Kynga’s Conceptual Framework ................................. 46
Figure 4.1
The example of syllabus type analysis of NES ...................... 58
Figure 4.2
The example of language content analysis of BI ................... 60
Figure 4.3
The example of language content analysis of NES1............... 61
Figure 4.4
The example of teacher’s & learner’s role analysis of NES1 . 65
Figure 4.5
The example of learning activity analysis of BI .................... 67
Figure 4.6
The example of learning activity analysis of NES ................. 68
Figure 4.7
The example of discourse competence analysis of cohesion . 73
Figure 4.8
The example of discourse competence analysis of deixis ...... 74
Figure 4.9
The example of discourse competence analysis of conversational structure ........ 75
Figure 4.10
The example of linguistic competence analysis of syntax ..... 77
Figure 4.11
The example of linguistic competence analysis of morphology .... 78
Figure 4.12
The example of linguistic competence analysis of lexicon .... 79
Figure 4.13
The example of linguistic competence analysis of phonology ...... 79
Figure 4.14
The example of linguistic competence analysis of orthonography . 81
Figure 4.15
The example of actional competence analysis of interpersonal exchange
Figure 4.16
The example of actional competence analysis of information ....... 84
Figure 4.17
The example of actional competence analysis of feeling ....... 85
Figure 4.18
The example of actional competence analysis of suasion ...... 86
Figure 4.19
The example of actional competence analysis of problem ..... 86
Figure 4.20
The example of socio-cultural competence analysis of social contextual features
Figure 4.21
The example of socio-cultural competence analysis of stylistic appropriateness factors
Figure 4.22
The example of socio-cultural competence analysis of non verbal communicative factors
Figure 4.23
The example of strategic competence analysis of interactional strategies
xiii
83
89
.... 90
. 91
93
LIST OF APPENDICES
Appendix 1
Data Coding .......................................................................... 110
Appendix 2
Analysis of the Syllabus ........................................................ 111
Appendix 3
The Syllabuses ..................................................................... 128
Appendix 4
Transcript of Personal Interview (Lecturer) .......................... 170
Appendix 5
Transcript of Personal Interview (Collaborator 1) ................ 174
Appendix 6
Transcript of Personal Interview (Collaborator 2) ................ 178
xiv
NURSING DEPARTMENT:
A CONTENT ANALYSIS
A THESIS
PUPUT JIANGGIMAHASTU LARASTIKA SURYANTO
(S891502016)
Submitted as Partial Fulfillment of the Requirement for
the Graduate Degree in the Graduate Program of
the English Education
ENGLISH EDUCATION PROGRAM OF MASTER DEGREE
FACULTY OF TEACHING TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
i
ii
iii
PRONOUNCEMENT
This is to certify that I myself write the thesis entitled “ANALYZING
COMMUNICATIVE
COMPETENCE
IN
ESP
SYLLABUS
FOR
NURSING DEPARTMENT: A CONTENT ANALYSIS
It is not a product of plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed on the bibliography. If
then, this pronouncement proves wrong, I am ready to accept any academic
punishment, including withdrawal or cancelling of any academic degree.
Surakarta, February 2017
Puput Jianggimahastu
iv
ABSTRACT
PUPUT JIANGGIMAHASTU LARASTIKA SURYANTO. S891502016.
2017. Analyzing Communicative Competence in ESP Syllabus for Nursing
Department: A Content Analysis . First Consultant: Prof. Dr. Sri Samiati
Tarjana. Second Consultant: Dr. Nur Arifah Drajati, M.Pd. Thesis. English
Education Department, Graduate School, SebelasMaret University, Surakarta,
2017.
Along with the establishment of Asean Economic Community in 2015,
opportunities to work abroad as health workers especially as nurses are wideopen in some countries. But, the recent condition shows that most Indonesian
nursing graduates students lack in knowledge and competency of English as the
key to enter international world. That problem is related to the quality of
nursing education including the curriculum and all aspects needed (subject,
syllabus & materials). Due to those problems, this study was conducted with
the aims to analyze to what extent the ESP syllabuses designed for Nursing
Department meet the communicative syllabus criteria & communicative
competence criteria.
The study was carried out at one health education institution in Madiun.
The study was designed as qualitative content analysis study. Document
analysis & personal interview were the data collection techniques. Checklist
item was constructed to analyze the syllabuses. ESP syllabuses for Nursing
Department consist of 4 syllabuses; Bahasa Inggris syllabus, Nursing English
1, 2 & 3.
The analysis result showed that the syllabuses have sufficiently fulfilled
the criteria of communicative syllabus in terms of; syllabus type, language
content dimensions, process dimensions (organization, teacher’s and learner’s
role, and activities & task) and product dimensions. However, there were also
found insufficient aspect in terms of organization and teacher’s role. The
syllabuses had fulfilled communicative competence criteria including five
competences; discourse competence, linguistic competence, actional
competence, socio cultural competence, and strategic competence.
Nevertheless, strategic competence was less provided in the syllabus.
Hopefully, the result of this study can provide an insight in designing a
syllabus.
Keywords: communicative competence, communicative syllabus, content
analysis, ESP, syllabus analysis
v
MOTTO
Keep going. Do not stop until you are proud. Difficult roads often lead to
beautiful places.
vi
DEDICATION
With deep profound love, this research is fully dedicated to:
My beloved parents who always believe in me, Bapak Bambang Suryanto and Mama
Nanik Sulastri
My super annoying but lovely sister, Dyahestuputriarri P.S.
My cute little brother who is growing up, Suryapandu
My sugar sweet who never give up on me, Ferry Kurniawan
My sweet besties “Geng Muleg” who always cheer me up and make my day in
Surakarta, Kaukabilla, Mala, Faiqatur, and Renata
My almamater, University of Sebelas Maret
♥♥♥♥♥♥♥♥
vii
ACKNOWLEDGEMENT
The deepest gratitude is addressed to the Almighty, Allah SWT, for He has
never been tired of listening and approving any proposals that finally the writer
finish this thesis as a partial fulfillment of the requirement of the graduate degree of
English education.
In completing this research report in the form of thesis, the writer
acknowledges the never-ending supports, motivation, and prayers which had
pumped up the writer’s energy and dedication to the finishing of the thesis
1. The Dean of Teaching Training and Education Faculty, Sebelas Maret
University.
2. The Head of English Education Department, Graduate School of Sebelas
Maret University.
3. Prof. Dr. Sri Samiati Tarjana, the first advisor for her priceless advices,
suggestions, time and encouragement to finish this thesis.
4. Dr. Nur Arifah Drajati, M.Pd as the second advisor for criticism, valuable
ideas and supports.
5. Mr. Dwi Setiyadi, Mbak Diyah, and Mbak Nadia for the inspiration and help
to finish this thesis.
6. The parents and family of the writer for their support and caring
7. The writer’s classmate of English Department 2015 for the spirit and
happiness.
Being fully aware of imperfectness of the thesis, the writer expects any
critiques and advices towards this thesis. Finally, the writer sincerely hopes that this
very thesis would provide contribution to the reader and other researchers.
Surakarta, February 2017
Puput Jianggimahastu
viii
TABLE OF CONTENT
TITLE .................................................................................................................. i
APPROVAL ....................................................................................................... ii
LEGALIZATION OF THE BOARD OF EXAMINERS .............................. iii
PRONOUNCEMENT ....................................................................................... iv
ABSTRACT ........................................................................................................ v
MOTTO ............................................................................................................. vi
DEDICATION ............................................................................................ vii
ACKNOWLEDGEMENT ............................................................................. viii
TABLE OF CONTENT .................................................................................... x
LIST OF TABLES .......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDIXES ................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................ 1
B. Limitation of the Study .................................................................. 5
C. Research Questions ........................................................................ 5
D. Objectives of the Study ................................................................... 5
E. Benefits of the Study ...................................................................... 6
CHAPTER II LITERATURE REVIEW
A. English for Specific Purpose (ESP)
1. The Concept of ESP ................................................................. 7
2. Syllabus Objectives for ESP .................................................... 9
B. The Communicative Syllabus
1. The Concept of Syllabus ........................................................ 10
ix
2. Types of Syllabus ................................................................... 11
3. The Aspect of Communicative Syllabus ................................ 16
a. Language Content Dimension ................................................. 17
b. Process Dimension ................................................................... 18
c. Product Dimension ................................................................... 24
C. Communicative Competence
1. Discourse Competence .......................................................... 26
2. Linguistic Competence ........................................................ 29
3. Actional Competence ............................................................. 31
4. Socio-cultural Competence ................................................... 34
5. Strategic Competence ............................................................ 36
D. Previous Studies ........................................................................... 39
E. Conceptual Framework ................................................................ 42
CHAPTER III RESEARCH METHOD
A. The Research Design .................................................................. 45
B. The Research Setting ................................................................... 46
C. The Research Object .................................................................... 47
D. The Source of Data ............................................................................. 48
1. Document .............................................................................. 48
2. Informant ................................................................................ 48
E. The Data Collecting ...................................................................... 48
F. The Sample of the Study .............................................................. 51
G. Trustworthiness
1. Credibility .............................................................................. 51
2. Dependability ......................................................................... 52
H. The Data Analysis ........................................................................ 52
x
CHAPTER IV RESEARCH FINDING AND DISCUSSIONS
A. Data Description ................................................................................... 55
B. Research Findings ................................................................................ 56
1. Accomplishment of the syllabus to communicative syllabus criteria ...... 56
a. Syllabus Type ...................................................................... 57
b. Language Content Dimension............................................. 59
c. Process Dimension .............................................................. 62
1) Organization ................................................................... 62
2) Teacher’s and Learners’ role .......................................... 64
3) Activities and Tasks........................................................ 67
d. Product Dimension.............................................................. 70
2. Accomplishment of the syllabus to communicative competence criteria . 71
a. Discourse Competence ...................................................... 72
b. Linguistic Competence .................................................... 76
c. Actional Competence ......................................................... 82
d. Socio-cultural Competence ............................................... 88
e. Strategic Competence ........................................................ 92
C. Discussion ............................................................................................. 94
1. Accomplishment of the syllabus to communicative syllabus
criteria .................................................................................... 94
2. Accomplishment of the syllabus to communicative competence
criteria .................................................................................... 99
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ................................................................................. 102
B. Implication ................................................................................. 102
C. Suggestion .................................................................................. 103
REFERENCES ............................................................................................... 105
APPENDICES
xi
LIST OF TABLE
Table 2.1
Discourse Competence Checklist for Syllabus ...................... 27
Table 2.2
Linguistic Competence Checklist for Syllabus ..................... 30
Table 2.3
Actional Competence Checklist for Syllabus ....................... 32
Table 2.4
Socio-Cultural Competence Checklist for Syllabus .............. 34
Table 2.5
Strategic Competence Checklist for Syllabus ....................... 37
Table 2.6
The Framework of Instruments ............................................. 43
Table 3.1
The Research Schedule ......................................................... 47
Table 3.2
Syllabus Content Analysis Checklist ..................................... 49
Table 3.3
Communicative Syllabus Components ................................. 53
Table 3.3
Communicative Competence Components ........................... 53
Table 4.1
Data Coding of Syllabuses ..................................................... 56
Table 4.2
General Analysis of the Syllabuses ........................................ 56
Table 4.3
Type of Syllabus .................................................................... 57
Table 4.4
Language Content of the Syllabus ......................................... 59
Table 4.5
Teacher’s and Learners’ Role ................................................ 66
Table 4.6
Type of Activities ................................................................... 68
Table 4.7
General Analysis of Communicative Competence ................ 72
Table 4.8
Component of Discourse Competence ................................... 76
Table. 4.9
Component of Linguistics Competence ................................ 81
Table 4.10
Component of Actional Competence .................................... 87
Table 4.11
Component of Socio-cultural Competence ........................... 92
xii
LIST OF FIGURES
Figure 2.1
Elo & Kynga’s Conceptual Framework ................................. 44
Figure 3.1
Elo & Kynga’s Conceptual Framework ................................. 46
Figure 4.1
The example of syllabus type analysis of NES ...................... 58
Figure 4.2
The example of language content analysis of BI ................... 60
Figure 4.3
The example of language content analysis of NES1............... 61
Figure 4.4
The example of teacher’s & learner’s role analysis of NES1 . 65
Figure 4.5
The example of learning activity analysis of BI .................... 67
Figure 4.6
The example of learning activity analysis of NES ................. 68
Figure 4.7
The example of discourse competence analysis of cohesion . 73
Figure 4.8
The example of discourse competence analysis of deixis ...... 74
Figure 4.9
The example of discourse competence analysis of conversational structure ........ 75
Figure 4.10
The example of linguistic competence analysis of syntax ..... 77
Figure 4.11
The example of linguistic competence analysis of morphology .... 78
Figure 4.12
The example of linguistic competence analysis of lexicon .... 79
Figure 4.13
The example of linguistic competence analysis of phonology ...... 79
Figure 4.14
The example of linguistic competence analysis of orthonography . 81
Figure 4.15
The example of actional competence analysis of interpersonal exchange
Figure 4.16
The example of actional competence analysis of information ....... 84
Figure 4.17
The example of actional competence analysis of feeling ....... 85
Figure 4.18
The example of actional competence analysis of suasion ...... 86
Figure 4.19
The example of actional competence analysis of problem ..... 86
Figure 4.20
The example of socio-cultural competence analysis of social contextual features
Figure 4.21
The example of socio-cultural competence analysis of stylistic appropriateness factors
Figure 4.22
The example of socio-cultural competence analysis of non verbal communicative factors
Figure 4.23
The example of strategic competence analysis of interactional strategies
xiii
83
89
.... 90
. 91
93
LIST OF APPENDICES
Appendix 1
Data Coding .......................................................................... 110
Appendix 2
Analysis of the Syllabus ........................................................ 111
Appendix 3
The Syllabuses ..................................................................... 128
Appendix 4
Transcript of Personal Interview (Lecturer) .......................... 170
Appendix 5
Transcript of Personal Interview (Collaborator 1) ................ 174
Appendix 6
Transcript of Personal Interview (Collaborator 2) ................ 178
xiv