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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

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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

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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 wide-

open 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

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MOTTO

Keep going. Do not stop until you are proud. Difficult roads often lead to

beautiful places.

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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

♥♥♥♥♥♥♥♥

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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

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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

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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

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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

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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

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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 83

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 89

Figure 4.21 The example of socio-cultural competence analysis of stylistic appropriateness factors .... 90

Figure 4.22 The example of socio-cultural competence analysis of non verbal communicative factors . 91

Figure 4.23 The example of strategic competence analysis of interactional strategies 93

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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