Register Journal Iain Salatiga Vol 10 No 2 Year 2017

Vol. 10, No.
2, December 2017 P-ISSN :1979-8903 E-ISSN: 2503-040X
Editor in Chief
Faizal Risdianto
Editors
Noor Malihah
Roko Patria Jati
HanungTriyoko
Muhamad Hasbi
Rr. Dewi Wahyu Mustikasari
Distributor
Nur Ida Qomsiyah,S.Ag
Publishers
Teacher Training & Education Faculty State Institute For Islamic Studies
Salatiga with ELITE Association Indonesia (The Association of Teachers of
English Linguistics, Literature & Education).
Address
Jl. Lingkar Salatiga Km. 2 Salatiga 50716, Phone: (0298) 6031364
Website: tarbiyah.iainsalatiga.ac.id Email:
tarbiyah@iainsalatiga.ac.id
Website
http://journalregister.iainsalatiga.ac.id/
The first issuance

June 2008
Issuance
Twice a year
Contact Person for Subscription

+6285642019501 (Faizal)
Vol. 10, No. 2, December 2017 P-ISSN :1979-8903 E-ISSN: 2503-040X
Table of Content
Hoax News: Promoting the Students’ Critical Thinking in Critical

Reading Class
Sri Haryati, Diyah Nur Hidayati ................................................... 122-147
Student’s learning: Instrumentally, Integratively or Personally

Motivated?
Somariah Fitriani .......................................................................... 148-173
Rhetorical Perspectives of Undergraduate Students’ Thesis

Abstracts
Siyaswati, Dyah Rochmawati ..................................................... 174-191
Developing Massive Open Online Course (MOOC): Need Analysis of

Teaching Materials for Madrasah English Teachers
Dewi Wahyu Mustikasari ............................................................. 192-213
Game Localisation: Loss and Gain in Visual Novel Subtitles

Etty Syafa’ati, Umi Pujiyanti ....................................................... 214-233
A Translation Study on Responding of Requesting Speech Act in the

Novel The Heroes of Olympus Series
Dewinta Khoirul Anis .................................................................. 234-261
Understanding Culture: A Literature Review Comparing Three

Cultural Pedagogies
Tabitha Kidwell ............................................................................ 262-279
Editor in Chief
Faizal Risdianto
Editors
Noor Malihah
Roko Patria Jati
HanungTriyoko
Muhamad Hasbi
Rr. Dewi Wahyu Mustikasari
Distributor
Nur Ida Qomsiyah,S.Ag
Publishers
Teacher Training & Education Faculty State Institute For Islamic Studies
Salatiga with ELITE Association Indonesia (The Association of Teachers of
English Linguistics, Literature & Education).
Address
Jl. Lingkar Salatiga Km. 2 Salatiga 50716, Phone: (0298) 6031364
Website: tarbiyah.iainsalatiga.ac.id Email:
tarbiyah@iainsalatiga.ac.id
Website
http://journalregister.iainsalatiga.ac.id/
The first issuance

June 2008
Issuance
Twice a year
Contact Person for Subscription

+6285642019501 (Faizal)
Table of Content
Hoax News: Promoting the Students’ Critical Thinking in Critical

Reading Class
Sri Haryati, Diyah Nur Hidayati ................................................... 122-147

Motivated?
Somariah Fitriani .......................................................................... 148-173
Rhetorical Perspectives of Undergraduate Students’ Thesis

Abstracts
Siyaswati, Dyah Rochmawati ..................................................... 174-191
Developing Massive Open Online Course (MOOC): Need Analysis of

Teaching Materials for Madrasah English Teachers
Dewi Wahyu Mustikasari ............................................................. 192-213
Game Localisation: Loss and Gain in Visual Novel Subtitles

Etty Syafa’ati, Umi Pujiyanti ....................................................... 214-233
A Translation Study on Responding of Requesting Speech Act in the

Novel The Heroes of Olympus Series
Dewinta Khoirul Anis .................................................................. 234-261

Cultural Pedagogies
Tabitha Kidwell ............................................................................ 262-279
REGISTER JOURNAL
Vol. 10, No. 2, 2017, pp.122-139
P-ISSN: 1979-8903; e-ISSN: 2503-040X
Website: http:// http://journalregister.iainsalatiga.ac.id/index.php/register/
HOAX NEWS: PROMOTING THE STUDENTS’ CRITICAL

THINKING IN CRITICAL READING CLASS
Sri Haryati1
English Education Department, Sebelas Maret University
Email: nafisahatiku@gmail.com
Diyah Nur Hidayati2

Language Center, Sebelas Maret University
Email: diyah.nurhidayati26@yahoo.co.id
http://dx.doi.org/10.18326/rgt.v10i2.122-139
Submission ENGLISH ABSTRACT

Track:
Received: Critical thinking is vital for graduates in facing the
dynamic life in order to strengthen their analysis
01-08-2017 ability and providing alternative solution towards
the current problem. It is essential that units,
Final Revision: courses, and material teach the critical thinking
23-11-2017 process have to provide an opportunity for students
to excoriate certain problem and present the
Available online: harmonious flow of thinking. Hoax news, the
trending issue in a society as the reading materials,
01-12-2017 has abundance aspect to be criticized by students.
Moreover, it has its own authenticity to be brought
into a critical reading class as authentic materials
which was not broadly discussed yet. This study
aimed at paving the ways to improve the students’
critical thinking skills through reading hoax news.
It is conducted to investigate the usage of hoax
news in teaching critical reading for
undergraduate students as well as particularize
how far hoax news can enhance studenst’ critical
thinking. This study employed classroom action
research design. The subject of the study was the
122
Sri Haryati & Diyah Nur Hidayati
31 students joining the critical reading class. The

data were gotten from observation, document
analysis and test. The essay test was the instrument
used to assess the students’ critical thinking which
later adopted the model of the Holistic Critical
Thinking Scoring Rubric (HCTSR). The result of
the study showed that using of hoax news
significantly improve the students’ critical thinking
followed by the development of interpretation,
analysis and identification ability. The number
students posed strong thinking increased from
6.45% to 72,2%. Using critical thinking can
promote students’ high order thinking since it
drives students to consider the fact and fake which
demanding the high analysis and deep
interpretation toward the presented text.
Keywords: Critical thinking, hoax news, teaching

materials.
INDONESIAN ABSTRACT
Berpikir kritis merupakan hal yang penting dalam

mengahadapi hidup yang dinamis untuk
memperkuat kemampuan analisis serta
memberikan alternatif solusi dalam memecahkan
masalah yang dihadapi saat ini. Sangatlah penting
dalam setiap unit pembelajaran, perkuliahan dan
materi mengajarkan proses berpikir kritis untuk
menyiapkan siswa dalam menghadapi berbagai
masalah dan merepresentasikan pemikiran secara
runtut. Hoax News (Berita Hoax), permasalahan
aktual di masyarakat, sebagai bahan bacaan
menyuguhkan berbagai aspek untuk siswa kritisi.
Terlebih, berita hoak mempunyai nilai autentik
untuk dapat digunakan di kelas critical reading
sebagai materi otentik yang belum banyak dibahas.
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Penelitian ini bertujuan untuk mengungkapkan

cara meningkatkan berpikir kritis siswa dengan
menggunakan hoax news sebagai bahan bacaan.
Selain itu, penelitian ini berupaya mengungkap
penggunaan berita hoak dalam mengajarkan
kritikal reading bagi siswa serta mengetahui
seberapa jauh berita hoal dapat meningkatkan
kemampuan berpikir kritis siswa. Penelitian ini
menggunakan desain penelitian tindakan kelas.
Data diperoleh dari observasi, analisis dokumen
dan tes. Tes berbentuk uraian (essay) merupakan
instrumen penelitian yang digunakan untuk
mengukur tingkat berpikir kritis siswa yang mana
rubric penilaian model Holistic Critical Thinking
Scoring Rubric (HCTSR) diadopsi untuk keperluan
ini. Pengamatan juga dilakukan untuk mendukung
perolehan data dalam penelitian ini. Hasil
penelitian menunjukkan bahwa penggunaan hoax
news secara signifikan dapat meningkatkan tingkat
berpikir kritis siswa yang diikuti dengan
meningkatnya kemampuan interpretasi, analisis
dan identifikasi. Jumlah siswa yang memiliki
kemampuan berpikir kritis yang kuat meningkat
dari 6.45% menjadi 72,2%. Menggunakan berita
hoak dapat meningkatkan kemampuan berpikir
kritis karena materi ini memacu siswa untuk
berpikir kritis dan melakukan analisa mendalam
pada teks yang disajikan.
Kata kunci: berfikir kritis, berita Hoax, materi

mengajar
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INTRODUCTION
Preparing university students to be competitive in the 21st century
needs critical thinking (Zivkovic, 2016). Critical thinking is the use of
cognitives skills or strategies that increase the probability of a desireable
outcome. It is purposeful, reasoned, and goal-directed. It is the kind of
thinking involved in solving problems. Formulating inferences,
calculating likelihoods, and making decisions. Critical thinkers use these
skills appropriately, without promting, and usually with concious intents,
in a variety setting. That is, they are predisposed to think critically. When
think critically, we are evaluating the outcomes of our thought processes-
how good a decision is or how well a problem solved (Halpern in
Alnofaie, 2013).
The critical thinking as the heart of the key focus of university
requires students to be not only smart but also creative, innovative, and
communicative. They need to develop their critical thinking to share their
ideas in order to be accepted by others. Indeed, sharing ideas do not
solely say what they think (Wilson, 2016). They have to explain their
judgment based on the evidence. Moreover, applying critical thinking in
the university curriculum could be the tool of students' future success
(Wilson, 2016). It is because the students who have a high critical
thinking are able to open new perspectives, events, situations, and people
from different angles (Akkaya 2012).
As a result, using a critical thinking in a critical reading class
would be the best practice of this skill. The fact that most students in the
university just read and/or learn the surface of the learning subject
without find beyond it is also able to be the essential reason. Also, what
students think recently is just solely how to get the high score without
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realizing the needs of learning essences itself. In fact, they need to learn
how to analyze, justify, and judge using strong arguments in which those
are parts of critical thinking skills. Those skills promote students to think
beyond the limit.
In relation to the critical reading class, it becomes one of the
compulsory subjects offered in the university. Based on the syllabus, the
aims of this course are to comprehend ideas in and beyond the text. In
this course, students are asked to identify characteristics of critical
thinking, comprehend explicitly reading texts, and identify characteristics
of texts including language function and contents. To achieve the goal,
therefore, critical thinking is applied in this course.
The instructional process under critical reading class is expected
to be able to facilitate the tertiery students‟ critical thinking betterment
through reading the qualified reading materials. However, as a matter of
fact, the level of students‟ critical reading shows that there were few
students owning the strong critical thiking level. Only 6.45% students (10
among 31 students) performed their strong critical thinking in perceiving
the text. The rest of the students were put in unacceptable and acceptable
level of thinking. The possible causal factor of the above problem was
the choice of reading materials which was not sufficiently led students‟ to
think more critically towards the content of the text.
Practically, there is still debatable what kind of appropriate
materials and/or methods is used to teach critical thinking since teaching
this thinking needs to engage teachers to be informative intellectual
(Zivcovic, 2016). The teachers have to provide a relevant material
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promoting students to construct the knowledge as well as be active

participants. Also, the teachers need to give a model how to apply the
critical thinking skills to students.
To full fill this gap, hoax news is chosen to be a learning material
to promote students‟ critical thinking in this study. This news consists of
unsolvable-ideas which are believed to be able to encourage students‟ to
think critically since students can share their opinion when criticizing it.
In addition, the news is categorized as an authentic material that is able to
use as a good learning source in the teaching and learning process. The
debatable trending news is chosen to be categorized as hoax news by
determining the flawed arguments stated in the news or providing the
stronger argument to prove that the given news is hoax. Using this
material, the students' ability for interpreting, identifying, analyzing,
evaluating, justifying and explaining the arguments or opinion in the text
are expected to develop.
Obviously, this study aimed at paving the ways to improve the
students‟ critical thinking skills through reading hoax news in a critical
reading class. Promoting students‟ critical thinking in a critical reading
class is an uneasy job. It needs teachers' competence in determining the
class' activity to stimulate the students' ways of thinking. Moreover, the
teacher also needs to prepare the appropriate materials in order that the
goal achieves successfully. Then, using hoax news, it is believed that the
news is appropriate to be used to facilitate students when applying the
critical thinking skills in the critical reading class due to several reasons
discussed in the literature reviews. To know whether the students‟ critical
thinking skills improve or not, the teacher, then, is able to use the
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Holistic Critical Thinking Scoring Rubric (HTCSR) proposed by Facione

and Facione (1994).
This study is worthy to be done as there are few previous
researchers discussed this topic in their study. Moreover, the application
of critical thinking for teaching and learning foreign language is a new
area of investigation. Critical thinking pedagogies are underpinned by the
theory of critical language awareness. This theory explains the role of the
learners‟ cognitives and metacognitive domains in developing his
awareness of the new language and the world around him (Fairclough in
Alnofaie, 2013). This work then proposed alternate teaching material for
promoting students‟ critical thinking in reading class.
Critical Thinking in the Classroom
Talking about critical thinking, Freeley and Steinberg (2009) define
as the ability to analyze, criticize, judge, and advocate clear ideas using
inductive and/or deductive arguments. The ideas presented must be
rational and logical. To make clear the explanation, mindful
communication, problem-solving, and a freedom from bias or egocentric
tendency are the keys of critical thinking. On the other word, Ennis
(2011) stated critical thinking as the ability to provide, evaluate, state,
deduce, and induce the problems. Both arguments are in accordance with
Hervas‟s and Miralles‟s (2004) opinions. They state that critical thinking
is required dynamic skills such as „analyzing, conceptualizing, informing,
managing, systemic thinking, and researching‟ to solve the problems.
Everything stated must be based on the valid evidence.
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The result of the research done by Zivkovic (2016) related to

„critical thinking‟ as an important attribute for success in 21 st century‟
shows that critical thinking is able to 1) encourage students to participate
actively in the classroom, 2) acquire interpersonal and oral
communication skills, and 3) develop better understanding of the issues
at hand. Using critical thinking also overcome sociocultural obstacles and
demonstrates students to engage successfully in group conversations in a
critical dialogue (DeWaelsche, 2015). Particularly, critical thinking
scaffolds students to „develop deeper skills and criticality' (Wilson,
2015). Students who have strong critical thinking will be „critical
meaning-makers'. To make a good decision with a good reasoned and
ethical argument needs critical thinking. Breaking argumentation down to
get the validity and strength required a deep evaluation. Indeed, a critical
thinker is better users of information. National Council Excellence in
Critical Thinking Instruction (Michael Scriven and Richard Paul) argues
that the effective critical thinkers are able to:
1. raise vital questions and problems, formulating them clearly
and precisely,
2. gathers and assesses relevant information, using abstract ideas
to interpret it effectively,
3. come to well-reasoned conclusions and solutions, testing them
against relevant criteria and standards,
4. think open-mindedly within alternative systems of thought,
recognizing
and assessing, as need be, their assumptions, implications, and
practical consequences,
5. Communicate effectively with others in figuring out solutions
to complex
problems.
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Overall, it could be concluded that critical thinking is very

important because life demands decision making. The ability to make
reasoned decisions relies on it as well. As critical thinkers, the learners
need to share their strong analysis and evaluation of arguments based on
the evidence they have. Moreover, the use of information and advocacy
are also required in this skill. In the education field, it is very crucial to
teach and learn critical thinking in order that students could be an open-
minded person. This will help them to achieve their future dream in this
era. Then, improving critical thinking could be learned by analyzing hot
news in the recent day. Students analyze the case by using the principles
of critical thinking.
Critical Reading in a Critical Reading Course

Critical reading is totally different from reading in common. This
activity needs a high intelligence of thinking involving the critics of
hidden analysis beyond the text (Valerio, 2013). It not only requires the
linguistic related to the language used but also cultural levels (Wallace,
2003 in Valerio, 2013). Identifying cultural levels means that the readers
have to know the implied meaning of the text regarding different
cultures. Haromi (2014) also argues that critical reading is beyond
understanding the explicit meaning of the text. He explains that it is in
relation to the ability to:
1. create an accurate interpretation,
2. assess the author’s purpose,
3. accurately identify the question-at-issue or the problem being
discussed,
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4. accurately identify basic concepts at the heart of what is

written,
5. see significant implications of the advanced position,
6. identify, understand and evaluate the assumptions underlying
someone’s position,
7. recognize evidence, argument, inference (or their lack) in a
written presentation,
8. reasonably assess the credibility of an author,
9. accurately grasp the point of view of the author,
10. empathetically reason within the point of view of the author.
Furthermore, Akine, et.al (2015) explains the different concept of

basic reading skills and critical reading. The basic reading just needs the
ability to analyze the main idea of the paragraph, multi-paragraph units
and articles, text organizations, and transitions. On the other hand, the
critical reading is related to the ability to identify the inference, analyzing
stated implied the main idea, synthesizing the sentences, distinguishing
fact and opinion, explaining figurative language, and identifying fallacies
and emotional appeals. Those explanations are in line with Knott's
opinion (2013 in Duran and Yalcintas, 2015) stating that it is not only
finding the information but also thinking beyond the text. Indeed,
evaluating and drawing the inferences is the key to critical reading.
Accordingly, applying critical thinking skills in the critical reading
class is appropriate. Students need to employ the skills when analyzing
the texts being discussed. Indeed, the analysis should be based on the
strong evidence. Having a discussion with others will also be meaningful
through the actual-based judgment. In this case, the critical thinking
skills play an important role.
Hoax News
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It is undeniable that a hoax always refers to a negative perception

bringing some definition related to „fakes, lies, frauds, and pranks.
Whereas, Boese (2010) states that a hoax is „deliberately deceptive act
succeeding in capturing the attention of the public‟. Rubin, et.al (2015)
also point out that a hoax is „deliberate fabrication or falsification‟ used
to deceive the readers related to the news. Additionally, the plot of a hoax
is made intentionally (Erlich, Flexner, Carruth and Hawkins, 1986). In
fact, the hoax is used to cause embarrassment, or to provoke social or
political change. It is also used to break individual or group reputation
down (Paul in Pike, 2005). Then, frauds and pranks can become a hoax if
those generate enough public impact (Boese, 2010). A lie categorizing a
hoax must be outrageous, ingenious, dramatic, or sensational. Accurately,
a large-scale hoax is „creative, unique, and multi-platform‟ employing
„beyond text analytics‟ (Rubin, et.al.,2015).
Regarding hoax news, Allcott and Gentzkow (2017) define it as
„intentionally fabricated news articles‟ that are able to mislead the
readers. It means that the news is made and spread intentionally in
accordance with the hidden goals. In addition, they explain the detail
definition of hoax news into:
1) unintentional reporting mistakes;
2) rumors that do not originate from a particular news article;
3) conspiracy theories (these are, by definition, difficult to verify as
true or false, and they are typically originated by people who believe
them to be true);
4) satire that is unlikely to be misconstrued as factual;
5) false statements by politicians;
6) reports that are slanted or misleading but not outright false.
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Hoax news spreads mostly through media socials, especially

Facebook (Menczer, 2016 in Lazer. et.al., 2017) since it is the ease of
sharing and rewiring the social connections. Indeed, the young people as
an active user tend to use this media than any other media. To support the
statement, the reviews done by Allcott and Gentzkow (2017) also show
that: (1) 62% of US adults get news on social media (Gottfried and
Shearer 2016); (2) the most popular fake news stories were more widely
shared on Facebook than the most popular mainstream news stories
(Silverman 2016); (3) many people who see fake news stories report that
they believe them (Silverman and Singer-Vine, 2016).
Analyzing the fact of hoax news, thus, a reader must be a smart and
critical reader to deal with it. The reader needs to check and investigate
the news rather than merely trust the way it is (Aryunia & Aditomo, 2017
and Keeshin, 2009). In this case, critical thinking skills must be applied
so that the news is able to validate using the strong analysis.
Hoax News as Teaching Materials in Critical Reading Class

The National Literacy Trust (2017) states that an incredible
discussion regarding to hoax news as teaching materials comes up to
students‟ critical literacy skills (www.theguardian.com). It is believed
that students are able to develop their critical analysis using the news.
Indeed, they are facilitated to share their ideas from different perspective
to discuss the news in a safe place with the teacher‟s guidance.
In addition, Hobbs and McGee (2014) who concern on
propaganda news pinpoint that the news can be a good teaching material
since it strengthens students‟ belief in democracy. The more they analyze
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the idea, the more they appreciate the political, economic, and social
freedom.
Zalaznick (2017) also shows a positive result for his research
related to the hoax news in the class. Based on his interview with Camhi,
the hoax news is able to (1) develop students‟ ability to evaluate the
news, (2) teach students not only to be a good reader but also to be
thinkers, (3) help students to consider all sides of an issue, and (4) teach
students to make comparisons to their own lives, to figure out what the
authors are trying to teach and what their bias is.
Furthermore, Stockslader (in Zalaznick, 2017) says that the
students‟ abilities to make valid inferences improve much better using
the hoax news. They also can make connections between today‟s news
and historical events. Gertler (in Zalaznick, 2017) adds that these sources
of informational text can move students from the basics of reading
comprehension to the higher-order, evaluative skills critical thinking
skill.
METHODS
This study was conducted under collaborative classroom action
research which applied planning, acting, observing and reflecting. It is a
systematic inquiry with the goal of informing practice in a particular
situation (Angelo and Cross, 1993, p. 1). This study aims at describing
the learning process on an environment course when hoax news
implemented in the critical reading class to promote the students' critical
thinking as well as investigating how far those reading materials can
134
improve this ability. The course is aim at comprehending ideas in and

beyond the text. In this course, students are asked to identify
characteristics of critical thinking, comprehend explicitly reading texts,
and identify characteristics of texts including language function and
contents.
Thirty-one students consisting six boys and twenty-five students in
critical reading class for the fourth semester, a lecture and an observer
involved in this study. The students‟ joined critical reading class as the
continuation of the extensive reading class. The lecture and the observer
worked together as the raters to achive the valid score of the students‟
critical thinking.
The focus of using hoax news containing current controversial and
sensational issue in critical reading class was to promote the students'
critical thinking ability. This ability was measured before and after the
hoax news used in their class through pre-test and post-test. The
instrument used to measure the students' critical thinking ability was an
essay test which requires the students' ability to provide the argument, to
evaluate, to state problems, to deduce, and to induce (Ennis, 2011). The
Holistic Critical Thinking Scoring Rubric (HTCSR) by Facione and
Facione (1994) used for assigning a rating to one to four levels ranging
from strong to weak critical thinking. The HTCSR is chosen to
anallitically put the students‟ level of critical thinking through several
criteria. The data on the learning process obtained from the observation
sheet recorded during the instructional process in 7 meetings (2 cycles) to
depict the implementation of hoax news in critical reading class.
The cyclical procedures of action research covering planning,
acting, observing and reflecting proposed by Kemmis and Mc Taggart
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(1992) is adopted in this study. The planning, the usage of hoax news in
CR class, was setted before followed with the implementation of the
planning. The observation was undergone later and the action together
with the result were reflected to find out the betterments and the
weaknesses of the action which was repaired in the next cycle. The spiral
model of action research is visualized in figure 1.
Figure 1. The Procedure of Action Research
(Kemmis and Mc. Taggart, 1992)
The data obtained in this study were the students' critical thinking
ability which categorized into four level and the learning process when
hoax news used as the reading materials. The data of the students' critical
thinking was gotten from pre-test and post-test. The HTCSR adopted in
this study is presented in Table 1. The data of the students' critical
thinking were analyzed descriptively and were presented, whereas the
data of the learning process were obtained from an observation form
136
during the instructional process when hoax news as the teaching aids
used.
Table 1. Scoring Rubric
Score Criteria
1 Offers biased interpretations of evidence, statements,
(Significantlygraphics, questions, information, or the points of view
Weak) of others.
Fails to identify or hastily dismisses strong, relevant
counter-arguments.
Ignores or superficially evaluates obvious alternative
points of view.
Argues using fallacious or irrelevant reasons, and
unwarranted claims.
Does not justify results or procedures, nor explain
reasons.
Regardless of the evidence or reasons, maintains or
defends views based on self-interest or preconceptions.
Exhibits close-mindedness or hostility to reason.
2 Misinterprets evidence, statements, graphics,
(Unacceptable) questions, etc.
Fails to identify strong, relevant counter-arguments.
Ignores or superficially evaluates obvious alternative
points of view.
Draws unwarranted or fallacious conclusions.
Justifies few results or procedures, seldom explains
reasons.
Regardless of the evidence or reasons, maintains or
defends views based on self-interest or preconceptions.
3 Accurately interprets evidence, statements, graphics,
(Acceptable) questions, etc.
Identifies relevant arguments (reasons and claims) pro
and con.
Offers analyses and evaluations of obvious alternative
points of view.
Draws warranted, non-fallacious conclusions.
Justifies some results or procedures, explains reasons.
Fair-mindedly follows where evidence and reasons
lead.
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4 Accurately interprets evidence, statements, graphics,

(Strong) questions, etc.
Identifies the most important arguments (reasons and
claims) pro and con.
Thoughtfully analyzes and evaluates major alternative
points of view.
Draws warranted, judicious, non-fallacious
conclusions.
Justifies key results and procedures, explains
assumptions and reasons.
Fair-mindedly follows where evidence and reasons
lead.
DISCUSSION
Learning Process Using Hoax News as Reading Materials
The learning process using hoax news to promote the students‟
critical thinking which was undergone in two cycles (7 meetings) is
presented in table 2. The different topic was given for each meeting to
offer the different problems and perspectives as well as to maintain the
students‟ interest.
Table 2. The Description of Learning Process Using Hoax News as
Reading Materials
No Cycles Meeting Date Topic
1 1 1 28 April 2017 Planned Parenthood
2 4 May 2017 Opens $8 Billion
3 11 May 2017 Abortionplex
2 2 4 18 May 2017 Pokemon Go: “I am
5 25 May 2017 Jewish”
6 1 June 2017 Indonesia‟s First
7 8 June 2017 Disneyland
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During the learning process, the students were assigned into five
groups to discuss the given issue within hoax news. The task has been set
and informed before where students were required to determine whether
the news is hoax by providing the interpretation on the evidence,
statements, graphic etc; identifying the arguments; analyzing and
evaluating point of view; drawing warranted, judicious, non-fallacious
conclusion; justifying key result and procedure and explaining
assumption and reason.
Based on the observation result, the learning process conducted in
the beginning did not show the students' real ability to interpret the
evidence and statements. Most of the students did not point out the
evidence and arguments stated in the passage and provide the opposite
evidence as well as arguments to strengthen their judgment in order to
attest that the article is a hoax. Those things show the students' low
ability in providing the arguments and evidence which result in the weak-
proposed statements and argumentations. Moreover, some students less
analyze the writer's point of view about the main topic thus they
misunderstood the topic of discussion like in the first given article,
Abortionplex. In discussing this topic, some students tended to talk about
the abortion in general context based on their basic knowledge rather
than the Abortionplex as the main point to be discussed. It showed that
the students' critical thinking level was mostly unacceptable (level 2),
although the critical thinking of the three to five of them were acceptable
(level 3).
Through the reflection phase, it was obvious that most students got
difficulties to provide opinion and discourage to communicate their
ideas. The repetition of the opinion from one group to others occurred (in
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the first meeting). Moreover, the discussion was dominated by several

students. Most students in the group categorized as passive students
where they did not give significant contribution when the discussion run.
Besides, based on the observation report, the internet access was a
helpful aid for students to investigate the existing facts, arguments,
evidence and etc. This learning aid plays significant contributions in
providing broad information to examine the righteousness of the
statement as well as provide the evidence, fact, statistic and others
supporting statement to enhance students' opinion about the case and
deciding whether the article is a hoax at the end.
In the next cycle, there was a betterment of the students‟ ability in
providing and communicating the ideas. The students were encouraged to
deliver their opinion about the topic given (Pokemon Go: “I am Jewish”
and Indonesia’s First Disneyland) and communicate their ideas better by
providing the supporting evidence, the fact even showing the flawed
arguments in the article. They criticized the detail information stated in
the news and presented their opinion in harmony. Those deep
investigations showed that the students' critical thinking was improved
since they attempted to drive other students to agree more with their
opinion by presenting logical and reasonable supporting arguments.
Moreover, the passive students have shown their role where they were
given an opportunity to express their ideas about the topic in group and
class. This betterment results in positive contribution since the varied
point of view emerged and enrich the points of discussion which at the
end develop the student's ability in identifying the arguments, analyzing
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and evaluating point of view, drawing the non-fallacious conclusion,

explaining assumption and reason to establish their critical thinking.
Hoax news defines as a plot to trick or deceive or the object used in
the deception, a fake or fabrication (Erlich, Flexner, Carruth and
Hawkins, 1986), is an alternative reading material to promote the
students‟ critical thinking. Hoaxes may be inspired for multiple reasons:
to see how far it may go, harass an individual or group or damage
reputation. The term “urban legend” may sound familiar. It also falls
into the category of uncensored information available on the internet
(Paul in Pike, 2005). Whatever label is applied, it ultimately becomes the
recipients' chore to sort out the facts. The existence of the hoax news then
drives the reader's interest to re-examine the truth of the news by
investigating the pieces of information in the news article and link the
gotten information to draw the conclusion whether the article is a hoax.
This challenge then requires the students' critical thinking ability to
conduct a deep investigation and understand how to critically evaluate
the news content.
The Improvement of the Students’ Critical Thinking

In regard to the improvement of the students' critical thinking, the
result of the pre-test and post-test conducted before and after the using of
hoax news as the reading materials in figure 1 showed that there is the
significant improvement of the students critical thinking.
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Figure 1. The Improvement of the Students‟ Critical Thinking Score
Considering the pre-test result presented in Figure 1, it shows that

none student performed the significantly weak critical thinking, 8
students (28.81%) perform unacceptable thinking, 21 students (67.74%)
show acceptable thinking and the rest, 2 students (6.45%) present the
strong thinking. Compare to the result of the post-test, the students'
critical thinking is significantly developed. It was shown that none of the
students was in the lowest level of the critical thinking which reflects the
significantly weak and unacceptable thinking. Six students (19.35%)
performed the acceptable thinking and 25 students performed the strong
thinking. It can be inferred that the number of the students who
categorized in unacceptable thinking decreases 25.81% and the number
of students categorized in presenting acceptable thinking also decreases
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48.39%. However, the number of the students possesses the strong

thinking increases massively until 74.2%.
The significantly weak thinking is the lowest level of thinking both
displayed in verbal presentation and written report. In this level, the
students presented bias interpretation to the evidence, statement, graphic,
as well as detail information stated in the text. The failure in identifying
the strong and relevant argument also happened. In addition, the
presented arguments are irrelevant to the topic and unwarranted claims
often stated even there is no result justification and explanation to the
reason given. Last, the presented statement is lack of evidence and only
based on self-interest or preconceptions. In unacceptable thinking, there
is the misinterpretation with the evidence, statement, graphics and etc
stated in the text. The failure in identifying the strong and relevant
argument still happened. In drawing the conclusion, the unwarranted and
fallacious conclusion sometimes found. However, the ability in making
justification the result and explaining the reason appears in this level.
The students' critical thinking increased to the level of acceptable
thinking. In this stage, the students possess the ability to interpret the
evidence, statement, and graphics accurately. The identification toward
the stated arguments is followed by the analyses and evaluation of the
point of view done well. Thus, the warrant and precise conclusion are
drawn. The flow of thinking runs smooth supported by the evidence and
reasons. The strong thinking performs the highest level thinking in which
it accurately interprets evidence, statements, graphics, questions, etc. The
identification to the most important arguments (reason and claims) done
well followed by the thoughtfulness analyzes and evaluates major
alternative points of view. In this level of thinking, the warranted,
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judicious, non-fallacious conclusions were drawn, completed by the

justification of the assumption and reasons. This flow of thinking was
also fair supported by the evidence and the strong reason.
Based on the result of the post-test, the strong thinking is mostly
obtained by the students after the using of hoax news. Since the strong
thinking is the highest order of thinking, it is assumed that the students‟
critical thinking is well developed. The students are able to interpret the
evidence and identify the arguments in the text then conduct analysis to
examine the honesty of the news. Moreover, they make an effort to link
gotten information to provide logical reasons and make a justification.
The using of hoax news in learning stimulates the students to
perform the highest order thinking. Hoax tends to appear in a bombastic
title so people are interested in spreading it since it is interesting to be
discussed. To detect the hoax news, people need to develop critical
thinking by examining the truth lies behind the news, checking the
website address, investigating the fact to the trusted source, and
comparing the stated information to anti hoax fan page (Aryunia and
Aditomo, 2017). Moreover, fake news, news as entertainment, is just
another way to speak interest and converse about meaningful topics. Fake
news, foster critical thinking, and desire to remain informed. To be read
well, fake news needs a critical lens, and this lens is what can allow the
reader to be more through recipients of all types of media and
information (Keeshin, 2009).
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CONCLUSION
Hoax news as the reading materials provides multiple views for
students as the source of discussion. The verification which leads to the
judgment of hoax news requires the series process of critical thinking.
Regarding the result of the study, it can be concluded that (1) the use of
hoax news promotes the students' critical thinking in case the students
possess better ability in interpreting, analyzing and evaluating the stated
information in the article as well as link the information to draw the
logical conclusion whether the article is hoax; (2) the learning process
using hoax news as the reading material encourage students to think
critically and actively in producing the accurate interpretation,
identification, analyses as well as drawing the conclusion. The reflection
phase in the study assisted the success of the learning process which was
able to activate the passive students and facilitate students for having
deep investigation towards the topic in the article. Moreover, the
domination of students in the discussion can be reduced by the
distribution of chance in expressing the ideas.
Based on the result of the study, several points are suggested as
follows: (1) providing the appropriate topic of discussion for the hoax
news draw the students‟ interest and maintain their motivation and
enthusiasm to follow the discussion and (2) guiding and monitoring class
discussion assists students to develop their critical thinking better since
teachers‟ guidance stimulate students to think more critically and deeply
about the problems exceedingly for the hard topic.
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Website: http://journalregister.iainsalatiga.ac.id/index.php/register/

Motivated?
Somariah Fitriani
University of Muhammadiyah Prof. Dr. Hamka
somariah@uhamka.ac.id/maria_sf05@yahoo.com
http://dx.doi.org/10.18326/rgt.v10i2.140-156
Submission
Track: ENGLISH ABSTRACT
Received:
The study focuses on learners’ motivation to learn
01-08-2017 English as L2/foreign language. For data
collection, questionnaire was distributed to 82
Final Revision: respondents of STIBA IEC Jakarta via whatsApp
23-11-2017 and face book messenger. In addition, interviews
were also conducted to find out the detail
Available online: information about the role of teacher and
inspirational/motivational teacher. For data
01-12-2017 analysis, the step of sorting, classifying, coding,
and presenting the data and drawing conclusion
was adopted. This is a research based article,
which has aimed to elaborate the learners’ English
learning motivation whether it is instrumentally,
integratively or personally motivated and the most
dominance type of motivation as well as the
important role of teacher in motivating students. It
is somewhat surprising that there are six categories
found in the research, namely personal motivation
(PS), integrative motivation (IT), instrumental
motivation (IS), the combination of PS & IT, PS &
IS, and IT & IS. The findings have revealed that 1)
instrumental motivation is the most dominant type
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as the first rank, which includes to get a better

living, better jobs and position; PS & IS as second
rank, IT & IS as the third rank, PS & IT as the
fourth rank, personal motivation as the fifth rank
and integrative motivation as the last rank; 2)
teacher who is resourceful, skillful, competent and
has good personality plays a imperative role in
motivating and inspiring students. To sum up,
regardless of personal, integrative or instrumental
motivation, teacher as a role model also
determines learner’s success in learning L2.
Keywords: motivation, L2/foreign language

learning, instrumental, integrative, personal
motivation
INDONESIAN ABSTRACT
Fokus kajian ini adalah motivasi peserta didik

untuk mempelajari bahasa Inggris sebagai bahasa
kedua atau bahasa asing. Untuk mengumpulkan
data, daftar pertanyaan dibagikan kepada 82
responden STIBA IEC Jakarta pada semester
terakhir melalui WhatsApp dan face book
messenger. Selain itu, wawancara juga dilakukan
untuk mengetahui informasi secara detail,
terutama tentang peran guru dan guru yang
inspirasional / motivasional. Untuk analisis data,
tahap pemilahan, klasifikasi, pengkodean, dan
penyajian data serta kesimpulan diadopsi. Ini
adalah artikel berbasis penelitian, yang bertujuan
untuk menguraikan motivasi belajar bahasa
Inggris peserta didik baik secara instrumental,
integratif atau motivasi pribadi dan jenis motivasi
yang paling dominan serta peran penting guru
dalam memotivasi siswa. Agak mengejutkan bahwa
ada enam kategori yang ditemukan dalam
penelitian ini yang berbeda dengan penemuan
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lainnya, yaitu motivasi personal (PS), motivasi

integratif (IT), motivasi instrumental (IS),
kombinasi PS & IT, PS & IS, dan IT & IS. Temuan
tersebut telah mengungkapkan bahwa 1) motivasi
instrumental adalah jenis yang paling
mendominasi sebagai peringkat pertama, yang
mencakup alasan mendapatkan kehidupan,
pekerjaan dan jabatan yang lebih baik; PS & IS
sebagai peringkat kedua, IT & IS sebagai
peringkat ketiga, PS & IT sebagai peringkat
keempat, motivasi pribadi sebagai peringkat
kelima dan motivasi integratif sebagai rangking
terakhir; 2) Guru yang cakap, terampil, kompeten
dan memiliki kepribadian yang baik memainkan
peran penting dalam memotivasi siswa.
Singkatnya, terlepas dari motivasi pribadi,
integratif atau instrumental, guru sebagai panutan
juga menentukan keberhasilan peserta didik dalam
belajar L2.
Kata kunci: motivasi, pembelajaran bahasa

kedua/bahasa asing, motivasi instrumental,
integratif dan personal.
INTRODUCTION
The awareness of people who is studying English as a foreign
language in Indonesia has been increasing significantly for the last 15
years due to the advancement of technology and global communication.
It indicates with the rising number of non-formal educational institutions
(English courses), particularly in urban cities such as Jakarta, Bandung,
Jogjakarta, Medan, Surabaya and other places in Indonesia. Some of
reputable English courses which have existed for a long time are
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Somariah Fitriani
Intensive English course (IEC), which has 60 branches in Indonesia and

founded since 1968; LIA founded on 7 September 1959, English First
(EF) which has been in an existence for 50 year; Wall street English
(WSE) which has 7 centers since 2007; ILP; Oxford; TBI; New concept;
and the list goes on. Furthermore, students who would like to enter
reputable universities or get scholarship either in the country or abroad
must fulfill the requirements. One of them is to pass TOEFL or IELTS
test which the minimum passing score is around 500-550 for TOEFL and
6.5 for IELTS. For job seekers, English competence is a must have too in
order that they are able to compete one another to obtain a better job.
Seeing the opportunity, the number of new English courses has
intensified as to meet the high demand as well. It can be inferred from
these data that people have higher awareness and motivation to learn
English to be able to catch up with the new challenges to face much more
increasing global competition.
The study of motivation in term of foreign language learning has
never been old fashion as long as people need to communicate one
another. In particular, the need of communication with people from
English speaking countries whose languages are different will obtain
added values and open up communication barriers as English is a lingua
franca. Renandya (in press) said that in second language learning (L2)
contexts in particular, teachers know from their experience that
motivation plays a key role in learning. They know that students with
higher motivation are likely to be more successful than those with lower
motivation. They also know that they themselves play a major role in
creating and fostering motivation in the classroom. Indeed, some of them
are very good at motivating their students, but others may still need to
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sharpen their motivating skills. Under these circumstances, the study

emphasizes on the people‟s awareness of learning English, which is
related to their motivation. Graham & Weiner (1996:63) stated that
motivation is the study why people think and behave as they do. In the
context of academic achievement, motivational concerns would be
addressed if we were to as, for example, why some students complete
tasks despite enormous difficulty, while other give up at the slightest
provocation, or why some students set such unrealistically high goals for
themselves that failure is bound to occur. Ortega (2009: 168) states
“motivation is usually understood to refer to the desire to initiate L2
learning and the effort employed to sustain it, and in lay terms we all
understand it to be a matter of quantity, as in the everyday observation
that some learners are highly motivated and others have little or no
motivation”. Gardner (1985:10) explained that motivation refers to the
combination of effort plus desire to achieve the goal of learning the
language plus favorable attitudes towards learning the language.
People have different motivation to learn L2/L3 whether it is
integrative, instrumental or personal behind their actions. Some learners
are likely to learn English because they love to learn in order to
communicate with foreigners, enjoy English songs or movies; others are
probably because they have to for the sake of academic degree, or some
others might be due to job demands, business opportunity and career
path. According to Gardner and Lambert, there are four motivational
attributes affecting L2 acquisition: (1) the learner‟s reasons for learning
the L2, (2) degree of anomie, dissatisfaction with one‟s place and role in
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society, (3) level of ethnocentrism, the degree to which the first culture
(C1) is preferred over the second (C2), and (4) attitudes held toward the
target language and culture (Gardner, 1972). Gardner and Lambert
(1972) also distinguish two types of language learning motivation:
instrumental motivation and integrative motivation. Integrative
motivation is oriented towards learning more about the other cultural
community as if the learner would become a potential member of that.
Learners who are integratively motivated want to learn the language
because they want to get to know the people who speak that language.
They are also interested in the culture associated with that language.
Qashoa, (2006) said that integrative motivation is distinguished by the
learners‟ positive attitude towards the target language group, and the
desire to interact with those group members. Tileston (2010) defined
integrative motivation as the evolvement that generates from inside.
Learners do something for the pure pleasure of doing it. The motivation
is called Instrumental motivation when the learner aims at more
utilitarian purposes or because of practical reasons such as getting into a
college, a better grade, a better job or a salary bonus. Hudson (2000)
states that instrumental motivation is generally indicated by the aspiration
to get practical benefits from the study of a second language. Tileston
(2010:8) defined instrumental motivation as the motivation that
Engenders due to the promise of a touchable, salable prize. She states,
“Extrinsic motivation is the desire to do something because of the
promise of or hope for a tangible result”.
Besides the two types of motivation, Benson (1991) added the
third motivation that is called personal, since they appear to relate to
individual development and satisfaction, such as pleasure at being able to
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read English and enjoyment of entertainment in English. In his research,

it showed that students who have had little exposure to English, and
whose self-rating of their own skills showed extremely low morale.
Surprisingly, integrative and personal reasons for learning English were
preferred over instrumental ones. English was seen as being useful for a
selection of modern functions, but not useful for domestic and local ones.
However, some other researches have contradictory findings. According
to Liu (2007), to measure second language learners‟ motivation, Gardner
(1985) had developed the Attitude/Motivation Test Battery (AMTB), a
multi-component motivation test made up of around 130 items concerned
with variables as attitudes towards French Canadians, European French
people and learning French, interest in foreign languages, orientation to
learn French, French class anxiety, parental encouragement, motivation
intensity, desire to learn French, and motivation index; and found out that
integrative motivation is more vital than instrumental motivation in
second language learning. In a number of other studies, Gardner (1977)
found that success or failure in learning French in Canada was associated
with integrative motivation. Moreover, Norris-Holt (2001) claimed that
while both integrative and instrumental motivations are essential
elements of success, it is integrative motivation, which has been found to
sustain long-term success when learning a second language (Taylor,
Meynard & Rheault 1977; Ellis 1997; Crookes et al 1991). Cited by
Vaezi (2008), Cook (2001) and Gass & Selinker (2001) alleged that
integrative motivation was regarded as superior to instrumental
motivation for predicting the success of second language learning,
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because if students respect the target culture, they may read literature or
practice the language and thereby be able to improve their language
skills.
Based on above different findings, not only does the study focus
on the motivation‟s category, whether it is integrative, instrumental or
personal since the research was conducted in a high school of foreign
language (Sekolah Tinggi Bahasa Asing IEC) Jakarta. But also it will
reveal about the teacher‟s role, teacher‟s characteristic and qualities that
can motivate and inspire the learners in learning process. Furthermore,
these findings will give contribution to the topic of motivation with
different perspective in spite of the fact that the respondents of the
research major in English whose motivation is somewhat fairly high
already.
RESEARCH METHODS
The research was carried out in a high school of foreign language
(Sekolah Tinggi Bahasa Asing IEC) Jakarta whose only major is English
language and Literature. Even if, the researcher expected more
respondents to take part in the research, only 82 responded the questions.
Hence, there were 50 alumni and 32 undergraduate students in the last
semester taking part in the research. The alumni were involved in this
research since one of the purposes is to find out about the impact of
English skill to their work achievement and their inspirational teachers
who contribute to their learning and achievement. The research relied on
questionnaire; a list of questions about their purpose of studying English,
their language improvement, their work achievement after they graduate,
and their primary motivation in term of integrative, instrumental and
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personal motivation as well as their inspirational teachers. The media of

WhatsApp and face book messenger was employed to obtain the data.
But most of respondents (68 people) responded the questions via
WhatsApp instead of face book messenger. To get more detail
information particularly about role of the teacher and
inspirational/motivational teacher, face-to-face interviews were
conducted. As the key instrument, the researcher also observed the
students‟ progress for the last 5 years since she has been teaching there
for 14 years. Thus, for data collection, the researcher relied on direct
observation, interview, questionnaire, and literature reviews. The data are
presented in the form of table by using number and frequency. While its
explanation is elaborated descriptively, which some data are taken from
the interviews with students and alumni. For data analysis, qualitative
analysis of the step of sorting, classifying, coding, and presenting the
data, interpreting and drawing conclusion was adopted.
DISCUSSION
Horwitz (2017) said that in the North American context,
integrative motivation has proven to be a strong impetus to successful
language learning. Several studies have found that language learners who
are integratively motivated are more successful than those who are
instrumentally motivated; it is likely that integratively motivated
language learners are more successful because their motivation is
stronger than that of instrumentally motivated students especially in
North America. However, some findings cited by Zanghar, A. (2012)
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revealed that most of the studies about students‟ motivation concluded

that students‟ instrumental motivation was higher than their integrative
motivation (Qashoa, 2006; Vaezi 2009, Al-Tamimi, 2009; Choorsi,
2011). Nearly similar to research conducted by Zanghar (2012) The
findings of the study showed that EFL Libyan students were highly
instrumentally and integratively motivated to study English, and their
integrative motivation appeared to be a little higher than their
instrumental motivation. These unusual results were attributed to the
Libyan students‟ interest in knowing more about the English-speaking
peoples and learning about their societies and cultures, and that was due
to the strong positive attitude Libyan students have had towards them.
The findings also revealed that there was no relationship between the
Libyan students‟ motivation and their achievement in English as a
foreign language. In Malaysian context, the findings indicate that
Malaysian pre-university students (182 non-English major students) have
very high motivation and positive attitudes towards leaning English and
that they are more instrumentally motivated (Muftah, M; Rafik-Galea,
Shameem, 2013). Another study about motivation and other variables by
Suparyono, (2012) showed that there was no correlation between gender,
age, semester of study, the length of English course, overseas
experiences, access of Internet, partner to speak English, place of
speaking English, characteristic of motivation and the motivation. The
findings also revealed that the students of Atma Jaya Catholic University
of Indonesia in Jakarta were personally motivated rather than
integratively or instrumentally motivated.
Those different findings showed that several aspects must be
related to the findings. For instance, the aspect of English exposure must
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give great contribution to the student‟s motivation. One study conducted

in Thailand, which there were 458 twelfth-grade students in six schools.
The findings revealed differences in beliefs among students in the
English program and those in the regular program. The English program
students who have more exposure to English were found to have more
facilitative beliefs about language learning than those in the regular
program who have limited exposure to English. A higher number of
English program students showed beliefs that are supportive of
autonomous learning such as seeing the importance of practicing in
various means and learning from various resources. They also believed
that they could find online learning resources for self-practice. They
tended to focus on the mastery of speaking skills because they believed it
could lead to career opportunities. They wanted to be good at speaking
English and believed that they would do very well. The best place to
learn English was believed to be in an ESL environment (Apairach, S &
Vibulphol, J: 2015). On the other word, the more students are exposed to
English, the higher motivation the students have. Some other affecting
factors also give contribution to learners‟ motivation such as learning
facilities, teaching methods and techniques, students‟ attitudes and
personality, teaching materials and others. For instance in term of
teaching technique, the effects of telecollaborative games on learners'
motivation, which the results indicate that telecollaborative games have a
positive impact on learners' motivation (Jauregi, K, 2016).
Ebrahimzadeh, M & Alavi, S. (2017) conducted the research about the
Effect of Digital Video Games on EFL Students' Language Learning
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Motivation. 241 male students were randomly assigned to one of the

following three treatments: Readers, who intensively read the game's
story; Players, who played the digital video game; and Watchers, who
watched two classmates play the digital video game. A language learning
motivation scale was given to the participants as a pre- and post-test.
Also, field notes were taken. Results indicated a significant language
learning motivation increase over time. Only the Watchers, however,
showed significantly higher motivation than the Readers in the end.
Thus, the use of commercial digital video games can help enhance high
school students' language learning motivation.
As stated by Ellis (1997), as a teacher, we need to explore more
fully the factors that are involved in motivating students to perform tasks
well because this is something that a teacher has some control over. It
implies that many affecting factors contribute in motivating students in
learning and consequently teacher is required to find out the most
significant factors by, for example, conducting classroom action research
project individually or collaboratively. Renandya (2013) refers to these
classroom specific factors as the 5Ts of motivation: Teacher, Teaching
methodology, Text, Task and Test. These 5 Ts of motivation can be used
as a working guideline to improve the quality of our teaching, which can
in turn help create a learning environment that stimulates, nourishes and
sustains student motivation.
In the case of students‟ motivation at a high foreign language
school (STIBA IEC) Jakarta, the result shows totally different findings,
which students do not only belong to integrative, instrumental or personal
motivation as above previous findings. Despite the facts that there are six
categories as presented in Table 1; personal (PS), Integrative (IT),
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Instrumental (IS), combination of PS & IT, PS & IS and IT & IS. It

shows that instrumental motivation is ranked first (41.47%), PS & IS as
the second rank (18.30%), IT & IS as the third rank (14.63%), PS & IT as
the fourth rank (12.19%), personal motivation as the fifth rank (9.76%)
and surprisingly that integrative motivation is rank the last (3.66%).
Table 1. The frequency of students’ motivation
No Types of motivation Number Percentage

%
1 Instrumental (IS) 34 41.47
2 PS + IS 15 18.30
3 IT + IS 12 14.63
4 PS + IT 10 12.19
5 Personal (PS) 8 9.76
6 Integrative (IT) 3 3.66
Total 82 100
Based on respondents‟ answers, some reasons of instrumental

motivation include getting a degree/certificate, getting good position,
getting job overseas, have better living, have better future. For integrative
motivation, the respondents have various answers such as talk with
foreigners and go abroad. To be able to read English books, listen to
English songs and watching western movies are some example of
personal motives that respondents answer. It is not surprising since
English literature is their major, so that they have to have capability of
understanding English textbooks. In addition, most of students‟
researches for their final projects are movies, songs, poetry, novel, and
drama analysis and their thesis must be written in English as well. Three
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other categories, that is PS & IT, PS & IS, IT & IS have various answers
as well. For instance, some students say that they learn English because
they can communicate with foreigner, and love listening to English songs
(PS & IT). Other examples are that students can understand the meanings
of song lyrics and become translators, writer or teachers (PS & IS).
Whereas the combination of IT & IS comprises to speak English fluently,
understand different culture and seek for a job. Those various answers
are accordance with Yashima (2002: 57) cited by Kormos, J & Csizer, K.
(2014:277) that a newly prominent language learning goal, international
posture, has recently emerged in discussions in the literature on language
learning motivation. International posture includes “interest in foreign or
international affairs, willingness to go overseas to study or work,
readiness to interact with intercultural partners and a non-ethnocentric
attitude toward different cultures” (Further language learning goals
include friendship, travel, and knowledge orientation (Clement &
Kruidenier, 1983).
Two students answer that they learn English because English is
the only subject matter that they master. Based on the interview with
them, they love English since elementary school and they are very
confident with their English skill. On my own observation, both of them
have high confident in presenting the paper in public without feeling
afraid of making mistakes. This finding correlates with Bandura‟s social
cognitive theory that additional key elements of motivation are personal
agency beliefs, which express one‟s views as to whether one is capable of
performing a given learning task. In his social cognitive theory he argues
that self-efficacy beliefs (i.e., what people believe about their
capabilities) have a stronger influence on the motivation to perform a
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particular action than actual skills, knowledge, or previous

accomplishment. (Bandura, 1986, 1997). In the field of L2 motivation,
the best known parallel for personal agency beliefs is the L2 Motivational
Self System Theory, proposed by Dörnyei (2005), who argues that the
main driving force of language learning is the students‟ future image of
themselves as successful users of the language. Furthermore, the findings
are consistent with Dörnyei (1990 & 1996) regarding the Canadian
bilingual situation, it revealed that students tried to develop their
language ability for the sake of their future career; also, he opposed to
Gardner by claiming that instrumental motivation and the learner‟s need
for achievement are more important than the integrative motivation
(Vaezi, 2008). In line with personal motivation, research conducted by
Al-Tamimi, A & Shuib, M. (2009) showed the subjects‟ greater support
of instrumental reasons for learning the English language including
utilitarian and academic reasons. The students also regarded personal
reasons as important motives. However, regarding the integrative
reasons, the results provided evidence that learning English as a part of
the culture of its people had the least impact in students‟ English
language motivation. Table 2 presents the students‟ responds about the
types of motivation in more detail and the reasons why they learn
English.
Table 2. Students’ responds in term of Types of motivation
No Instrumental Integrative Personal motivation
motivation motivation
1 To work at embassy Love English and its Like to listen English
culture songs
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2 Cool to get good To communicate with Enjoy reading English

score foreigners novels
3 To get good position To speak English well Like to listen and watch
English movies
4 To get better living Love to learn English and Understand English films
teach others
5 To get job overseas Improve confidence to To read English magazines
speak with native speakers and newspaper
6 To get certificate To go abroad and Learning English is my
from Cambridge communicate with the favorite subject
people
7 To have a better life To be accepted in the eyes To show off and conquer
of the world the world
8 Want to be a public To face foreign customers To understand English
speaker and writer news on TV
9 Want to be a Like learning and enjoy
translator speaking foreign languages
10 Improve the quality English as the most spoken
of life word as to interact with the
people.
11 To gain much To understand different
fortunes culture
12 To get well - paid job To speak fluently with
native speaker
13 To get better future To share knowledge
14 To put my self level Lack of English skill to
in global competition talk with foreigners
for such career path
15 To be professional in To make friends with
teaching foreigners
16 To build the country To keep in touch with
foreigners
17 To complete my
study
18 For future job
19 To master the
language as to get
scholarship
20 To have more
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opportunity
21 To make business
deal with foreign
people
22 To help my career
23 To get better salary
24 To face globalization
era
25 To read English
textbooks as to get
good scores in class
26 To pursue higher
education in other
speaking countries
such as America, or
Australia.
The second objective of the research is to find out the role of

teacher in motivating or inspiring students. All respondents said that
teacher has a great contribution to student‟s motivation and success. This
finding is relevant with Harmer‟s statement (1991:4-5) that there are four
factors affecting learner‟s motivation: 1) Physical condition, which
means the atmosphere in class; 2) Method of teaching; which refers to
the way that students are taught; 3) The teachers as the most powerful
variable of motivation and demotivation; 4) Success refers to the
appropriate level of challenge designed by the teachers. Based on the
interviews, there are some characteristics that teacher must have to
motivate and inspire students. Among others are resourceful, humble,
knowledgeable, skillful, friendly, and patient. For inspiring and
motivating teachers, the respondents have various answers for example,
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“Manage time and keep doing well to students in any circumstances

without losing his/her patient”; “Showing us with Good vibes and
energy, their good deeds, improve themselves”; “Never underestimate
students, give opportunity, not unmotivated students by their bad words”;
“Tell their life experience, educational background, scholarship”; “Know
students weaknesses / strength & character”; “Good relationship, solve
student‟s problem in learning”; “Be Good example and resourceful
teacher”; “Smart, humble and friendly”; “Competent, skillful”; “Show
her spirit, good example as a teacher and as human being”; “Show real
proves”; “Forgiven, patient , give the best to students”; “Share great
experience, open minded, knowledgeable”; “Good teacher and good
friends”. Quite many students even continue to higher education (to
obtain master degree) due to teacher‟s academic success and great
experience. When asked about the role of teacher in motivating students,
all respondents come to an agreement that teachers play an important role
in motivating students. Some respondents replied such as “Seeing my
teacher studies hard to achieve her career gives me inspiration that I have
to do that”; “Yes teacher plays an important role in motivating students
because the success of students from the teacher”; “without teacher, we
can‟t improve our knowledge”; “Students‟ dreams can‟t be reached
without her motivation, by learning from her story”; “to educate us to be
better person”; “Teacher has more experience so we can learn from her
experience”. However, one respondent said “Only 10% from teacher,
50% from students, 10% from parents, 30% from community”. It implies
that not only does teacher play an important role in motivating student
learning, but also other people, peers, parents and community.
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Lamb & Wedell (2013:13-14) carried out the research involving

students in Guangzhou, China and Jakarta Indonesia through online
survey about qualities of inspiring teacher and its effect on their learning.
Since it was conducted in 2 different countries with different cultures, it
revealed different findings. With Indonesian learners apparently
favouring more novel methods of teaching, particularly those that make
the classroom a fun place to be, though within a structure of discipline.
They also place more value on clear and comprehensible lessons,
sentiments pithily expressed by this learner: „she is firm and fun in
teaching, also when she teaches it is absorbed straight into the brain and
easy to understand‟. By contrast, Chinese learners tended to find
inspiration in competent delivery of a traditional style, and valued
teachers who gave them advice and encouragement to take specific steps
to learn, and who were hard-working themselves (e.g. „He always
checked my homework carefully and often helped correct our
pronunciation during the class breaks‟. Some students‟ comments such as
„teacher taught me discipline, respect and obedience to parents, „I feel
more love English after she taught me. After she gave me some
constructive and good comments about my speaking skill, I like to learn
it more. My vocabulary is better too after she taught me. And I like it
because my good changes in English‟ indicate the effects of inspiring
teacher.
Last but no least, the research has revealed some different
findings since characteristics of inspiring teacher is subjective depending
on the socio cultural factors. Moreover, cited by Lamb & Wedell
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(2013:15), the study contributes evidence to support Moskovsky et al.‟s

(2012) claim for a causal link between motivational teaching and
enhanced learner motivation, and for a further link to intensified learning
behavior. It means inspiring teacher can give impact to learner
motivation and at the end; it will bring effortful learning to students. As
Renandya (2013) cited in Renandya (In press), about the 5Ts of
motivation, said that the first T, a teacher who is caring, supportive,
humorous, enthusiastic, helpful and committed, who has genuine interest
in their students‟ learning and general wellbeing and who has good
rapport with them, is more likely to be able to create a motivating
classroom atmosphere. Thus, as a motivating agent, teacher becomes an
essential source of motivation for the students that can affect their
learning motivation. Renandya (in press) also added some qualities that
effective teacher have including enthusiasm, friendliness, care for
students, humor, fairness, and patient as general characteristics (in Borg,
2006; Brophy, 1998; Dornyei, 2001; Miller, 2012). In addition, there are
L2-specific characteristics that students value and expect good teachers
to possess, according to ELT experts such as Brown (2012) and Mckay
(2002) cited in Renandya (in press), that is those who 1) can serve as
models of good use of English; 2) can serve as models of successful
learners of English; 3) are knowledgeable about English; 4) can explain
grammar points efficiently; 5) can code switch when necessary; 6)
understand the students‟ L2 learning needs; 7) are sympathetic towards
students‟ L2 learning problems; and 8) use socially and culturally
appropriate teaching methods. Those general and specific characteristics
for effective teachers are also a part of students‟ responds when asked
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about teacher who can contribute to their success and becomes

inspiration and motivation for students‟ learning.
These research findings are different from Gardner‟s claim (1985)
that integrative motivation was more influential in achieving success in
second language learning. Cook (2001) and Gass & Selinker (2001) also
claimed that integrative motivation was regarded as superior to
instrumental motivation for predicting the success of second language
learning. Moreover, in American context, integrative motivation
becomes a strong impetus to successful language learning. Nevertheless,
most of the studies about students‟ motivation concluded that students‟
instrumental motivation was higher than their integrative motivation in
Middle East (Qashoa, 2006; Vaezi 2009, Al-Tamimi, 2009; Choorsi,
2011). Those differences might be likely due to sociocultural factor and
the function of language whether it is used as first, second, or foreign
language. In Indonesian context, for example, instrumental motivation is
also higher than integrative motivation as in Malaysia and Middle East
since English is regarded as a second (L2) and foreign language (L3).
The learners have more highly expectations that if they have the
capability in English orally and in written, the chances to get a better job,
better position, and better salary, business opportunities and scholarship
for those who plan to pursue to higher education are higher than for those
who do not have English competence. Apparently, the most important
thing in term of motivation is that language learning is context specific
and cultural oriented. The learners probably have different perspective,
attitudes and approaches toward learning a new language as seen above
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different findings in several countries. In addition, a lot of researches

have revealed and proven that motivation is considered significant in
language learning success. It also has an important role in students‟
failure in learning a second language (L2) or foreign language (L3) as
stated by Spolsky (1990:157) that motivated students are likely to learn
more and learn more quickly than students who are less motivated. In a
particular learning situation, students who are less motivated are likely to
lose their attention, misbehave and cause discipline problem. On the
contrary, students who are more highly motivated will participate
actively and pay more attention to a certain learning task or activity. The
last point is that regardless of their types of motivation, teacher as one of
the affecting factors in learning achievement, also plays an extremely
imperative role in motivating and inspiring students in learning a
language since they deal with students‟ learning experience day by day
directly. Furthermore, effective and qualified teacher characteristics bring
about great changes to students‟ learning motivation and become fruitful
source of motivation to student success both in learning and work
achievement in the future as well.
CONCLUSIONS
The findings have revealed that there are six categories of

students‟ motivation, that is personal (PS), Integrative (IT), Instrumental
(IS), combination of PS & IT, PS & IS and IT & IS. It shows that
instrumental motivation is ranked first (41.47%), PS & IS as the second
rank (18.30%), IT & IS as the third rank (14.63%), PS & IT as the fourth
rank (12.19%), personal motivation as the fifth rank (9.76%) and
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surprisingly that integrative motivation is the last rank (3.66%).

Moreover, the findings affirm that the most dominant type and students‟
primary motivation in studying English is instrumental motivation. The
second finding concludes that, in addition to having good personality, a
skillful and resourceful teacher plays a significant role and great
contribution to motivate and inspire students in learning English.
It should be notable that the students‟ motivation in learning
English in the study only covered the students with limited number in a
high foreign language school (STIBA IEC) Jakarta. Thus, the findings
cannot be generalized and regarded as representing to all students in
Indonesia since it focuses only on students whose major is English. The
study itself contributes to the development theory and research of
motivation in term of instrumental, integrative and personal motivation in
which the participants‟ first language is not English. Furthermore, the
research of motivation should consider socio and cultural aspects and the
learner‟s language acquisition, which highly affect the learners‟
motivation as well. The further advanced research needs to be conducted
thoroughly covering all-important aspects such as educational
background, gender, previous language background, learning
environment, student intelligence and proficiency as well as the quality
of teacher and personality.
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Rhetorical Perspectives of Undergraduate Students’ Theses

Abstracts
Siyaswati
University of PGRI Adi Buana Surabaya
siyasw@gmail.com
Dyah Rochmawati
University of PGRI Adi Buana Surabaya
dyahrochma@unipasby.ac.id
DOI: http://dx.doi.org/10.18326/rgt.v10i2.157-169
Submission
Received:
The present article aims at describing the students‟
18-11-2017 theses abstracts viewed from the rhetorical
perspectives. It examines whether the abstracts
Final Revision: provided in the university website include the
29-11-2017 essential rhetorical moves and whether the moves
are presented in the sequence according to Hyland‟s
Available online: five-move classification (Introduction, Purpose,
Method, Product, and Conclusion) of rhetorical
01-12-2017 moves. Eighty abstracts of the research articles
written by the students were collected using
purposive sampling. The frequency of occurrence of
each move was statistically calculated and tallied.
Two ESL (English as a second language)
researchers validated the data classification. The
findings revealed that 53.75% of the abstracts were
found out to be written in accordance with the
structure. Most abstracts give information on the
purpose, methodology, and findings of the associated
article. About half of the articles omit introduction of
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Siyaswati & Dyah Rochmawati
the topic and discussion of the findings. Moves

“product” and “conclusion” were missing in a few
abstracts. The students‟ lengthy “introduction”
move and over brief “product” move were found in
most abstracts. Some rhetorical moves appeared to
have higher incidence of occurrences than the
others. The findings lend further insights into the
needs of professional development among
academics, particularly in academic research report
writing.
Key words: rhetorical moves, student’s article

abstracts
INDONESIAN ABSTRACT
Artikel ini bertujuan untuk mendeskripsikan abstrak

skripsi mahasiswa dilihat dari sudut pandang
retorik- meneliti apakah abstrak-abstrak tersebut
memiliki „rhetorical moves‟ yang esensial dan
apakah „rhetorical moves‟ dipresentasikan dalam
urutan sesuai dengan klasifikasi lima langkah
Hyland (Pendahuluan, Tujuan, Metode, Produk, dan
Kesimpulan) gerakan retoris. Delapan puluh abstrak
artikel penelitian yang ditulis oleh siswa
dikumpulkan dengan menggunakan purposive
sampling. Frekuensi terjadinya setiap „move‟
dihitung. Dua peneliti ESL (bahasa Inggris sebagai
bahasa kedua) memvalidasi klasifikasi data. Temuan
menunjukkan bahwa 53,75% abstrak ditemukan
ditulis sesuai dengan strukturnya. Sebagian besar
abstrak memberikan informasi tentang tujuan,
metodologi, dan temuan dari artikel yang terkait.
Sekitar setengah dari artikel menghilangkan
pengenalan topik dan diskusi tentang temuan. Tidak
terdapat Move "produk" dan "kesimpulan" dalam
beberapa abstrak. Ditemukan pula move
"pengantar" yang panjang dan "produk" yang
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singkat pada kebanyakan abstrak. Beberapa move

tampaknya ditemukan lebih banyak daripada yang
lain. Temuan ini memberikan wawasan lebih lanjut
mengenai kebutuhan pengembangan profesional di
kalangan akademisi, terutama dalam penulisan
laporan penelitian akademis.
Kata kunci: „Rhetorical Moves‟, Abstrak Artikel

mahasiswa
INTRODUCTION
An abstract is the most important part of a research article because it
represents the summary of the entire article. An abstract is the first part
of an academic article that readers will read in order to determine the
relevancy of the article to the readers (Hongwei & Yuying 2011). Hence,
it acts as readers‟ screening device (Huckin, 2006). Therefore, the quality
of an abstract and its persuasiveness is essential in attracting readers‟
interest to read the entire article. It is therefore crucial for writers to
ensure that they use effective rhetorical choices in their abstract and
follow appropriate sequence of the rhetorical moves when developing
their abstracts in order to increase the rate of their article being read in its
entirety. In addition, it still reflects the writer‟s academic credibility
(Sidek, et.al, 2016).
Previous studies (Gessesse, 2016; Khansari, et.al., 2016; Nikpei, 2016;

Chalak & Norouzi, 2013; Sabouri & Hashemi; Ren & Li, 2011) have
shown the indispensable importance of abstracts in the contemporary
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flow. It has received considerable attention in academic written genre

among the international community. Many researchers have recently
turned to the relevant research in relation to genre analysis, thematic
organization, formulaic language, rhetorical structure, etc. Research in
terms of rhetorical structures such as moves and steps is also regarded as
one of the recommendations for further research expansion (Tu & Wang,
2013).
There have been extensive studies on abstract in published articles and

graduate theses (ibid.). The studies on undergraduate students‟ abstracts
in their research articles and theses seem to be rather scarce. Taking into
account the importance of quality of academic writing and the scarcity of
studies on abstracts for undergraduate students, the current study
attempted to analyze undergraduate students‟ abstract writings in their
undergraduate theses as to the extent to which they meet the standard
abstract rhetorical moves.
The purpose of the current study was to examine whether the students‟
abstracts provided in their undergraduate thesis include the essential
rhetorical moves and whether the moves are presented in the sequence
according to the selected classification. Therefore, the study pursued the
following research following:
Research Question 1: Do the abstracts in the undergraduate students‟
research articles include the required rhetorical moves?
Research Question 2: Do the abstracts in the undergraduate students‟
research articles follow the rhetorical moves sequence?
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METHODS
The current study examined abstracts in the selected undergraduate
students‟ theses written in English and of their relevant academic
discipline or topics. In selecting the samples for the study, the first
section of the thesis, which comprises the abstract written in English and
Indonesian, was first screened according to the language of each abstract.
In the initial screening phase, all abstracts in Indonesian were excluded.
The second phase was to identify the rhetorical moves of the abstracts for
empirical studies. Therefore, all abstracts for theoretical and conceptual
papers were excluded. The screening yielded 80 abstracts for studies,
which are empirical in nature. The reason of selecting only abstracts for
empirical studies was due to the use and the sequence of rhetorical
moves, as suggested by Hyland (2000), in abstracts for empirical studies
papers are more explicit and relevant than abstracts in theoretical or
conceptual papers (Chalak & Norouzi, 2013).The abstracts from thesis
were examined according to Hyland‟s (2000) five-move classification
(Introduction, Purpose, Method, Product, and Conclusion) of rhetorical
moves as shown in Table 1.
Table 1 Hyland‟s five-move model of abstract analysis

Introduction Establishes context of the paper and motivates the
research
Purpose Indicates purpose, thesis or hypothesis, outlines the
intention behind the paper
Methods Provides information on design, procedures,
assumptions, approach, data, etc.
Product States main findings or results, the argument, or
what was accomplished.
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Conclusion Interprets or extends results beyond the scope of

the paper, draws inferences, points to applications,
or wider applications
(Hyland, 2000, p. 67)
The data analysis is twofold following the procedure by Wu and

Tang (2013). The former was the quantitative analysis focusing on the
investigation of verb tense, especially set out for the types of moves.
The latter was the qualitative analysis to assess the rhetorical
structure in accordance with Hyland‟s (2000) five-move classification.
The moves were applied in reviewing the moves structure of the selected
abstracts in acquiring the data for the study. To insure the consistency of
the analysis, a subset of abstracts was given to the selected coder, an
expert in discourse analysis, to independently conduct the individual
move identification (Saeeaw & Tangkiengsirisin, 2014). The validity
index was 0.98 as shown in Table 2. The validity index is an “index of
inter-rater agreement that simply expresses the proportion of agreement,
and agreement can be inflated by chance factors.” (Polit & Beck, 2006:
491). The value means that the classification was judged to be quite or
highly relevant since Lynn (1986) recommended that the index should
not be lower than .78 to be rated as quite or highly relevant.
Table 2 Summarized results of inter-coder reliability analysis in

percentage
Moves Coded Agreement Disagreement Percentage
units
Introduction 51 51 0 100
Purpose 58 58 0 100
Methods 49 48 1 97.95
Product 62 60 2 96.77
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Conclusion 52 50 2 96.15
Total 272 267 5 98.16
In order to answer Research Question 1, the selected abstract

were analyzed by tabulating the moves structure of each abstract
according to the revised Hyland‟s (2000) moves category. To answer
Research Question 2, the data were analyzed by marking the presence
and absence of each rhetorical move as in the revised Hyland‟s (2000)
moves classification. Therefore, the coding used to analyze sequence was
Introduction move (either the presence of Problem move or Theory move
or both moves), Purpose move, Method move, Product move and
Conclusion move. Hence, an abstract that has at least either component
of the Introduction move (Problem move or Theory move) was
considered to have sufficed the Introduction move. All missing moves in
each abstract were recorded to determine if the abstract‟s moves structure
in sequence or not. Abstracts that contain all the moves were categorized
as abstracts with rhetorical moves sequential structure. On the other
hand, abstracts that have missing moves were categorized as abstracts
without rhetorical moves sequential structure.
DISCUSSION
Rhetorical Moves Classification
The research findings are presented in two parts: (1) certain
variations of the move frequency, and (2) the move sequencing. The
rhetorical moves frequency section presents the findings for Research
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Question 1 while rhetorical moves sequence presents the findings for

Research Question 2.
Table 2 shows the rhetorical move analysis for the Introduction
move, consisting of the Problem move and the Theory move. Out of 80
abstracts, about 51 % presented the research problem as the Introduction
moves in their abstracts while approximately 35 % use theory as their
Introduction move. Only 18 % of the selected abstracts incorporate both
Problem and Theory moves as part of their Introduction move.
Table 2 Introduction Rhetorical Move Analysis

Moves Introduction Move
Problem Theory Problem &
Theory
Total Abstracts (f) 41 28 11
Inclusion Yes No Yes No Yes No
Percentage (%) 51 49 35 65 18 82
Table 3 presents the rhetorical move analysis for the Purpose move.
Approximately 73 % of the selected abstracts contain the Purpose move
and about 27 % excluded the Purpose move.
Table 3 Purpose Rhetorical Move Analysis
Moves Purpose Move
Total Abstracts (f) Yes No

Inclusion 58 22
Percentage (%) 73 27
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Table 4 demonstrates the method rhetorical move analysis. It

reveals that approximately 61 % of the selected abstracts comprise the
Method move and only about 39% of the selected abstracts did not
include the Method move.
Table 4 Method Rhetorical Move Analysis

Moves Method Move

Inclusion 49 31
Table 5 provides the statistics of the Product rhetorical move

analysis. The majority of the selected abstracts (78%) included the
Product move. Only 18 abstracts (22%) did not include the Product
move.
Table 5 Product Rhetorical Move Analysis

Moves Product Move

Inclusion 62 18
Table 6 depicts the findings of the Conclusion rhetorical move

analysis. Approximately, 78 percent of the abstracts included the
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Conclusion move while about 22 percent of the abstract were without the
Conclusion move.
Table 6 Conclusion Rhetorical Move Analysis

Moves Product Move

Inclusion 52 28
Rhetorical Moves Sequential Structure
This section presents the findings for Research Question 2. The

findings are in the forms of overall analysis of rhetorical moves
sequential structure and the types of missing moves structure.
Table 7 shows that that the majority of the selected abstracts

(54%) did not follow the rhetorical moves sequential structure. Only 37
abstracts (46%) followed the sequence.
Table 7 Overall Analysis of Abstract Rhetorical Moves

Sequential Structure
Abstract With Sequential Structure Abstract Without Sequential

Structure
37(f) 43(f)
46% 54%
N=80
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Table 8: Analysis of Types of Missing Moves Structure
Missing Moves Frequency Percentage (%)

Structures
(Int)-Pur-Met-Pro-Con 18 22.5
Int-(Pur)-Met-Pro-Con 12 15
Int-Pur-(Met)-Pro-Con 8 1
Int-Pur-Met-Pro-(Con) 9 11.25
(Int)-Pur-(Met)-(Pro)- 12 15
Con
(Int)-Pur-Met-Pro- 11 13.75
(Con)
Int-Pur-(Met)-Pro- 5 0.625
(Con)
Int-(Pur)-Met-Pro- 4 0.5
(Con)
N=80
Key: (Int)= Missing Introduction move; (Pur)= Missing Purpose move; (Met)= Missing
Method move; (Pro)= Missing Product move; (Con)= Missing Conclusion move
Table 8 exhibits that there were 8 types of missing moves

structure which the authors of the selected abstracts committed. The most
prominent was the (Int)-Pur-Met-Pro-Con type (22.5%) followed by the
Int-Pur-(Met)-Pro-Con and (Int)-Pur-(Met)-(Pro)-Con types. Both
carried 15% in weight. They were then followed by (Int)-Pur-Met-Pro-
(Con) type (13.75%), Int-Pur-Met-Pro-(Con) type (11.25) and Int-Pur-
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(Met)-Pro-(Con) type (1%). The other types, Int-Pur-(Met)-Pro-(Con)

and Int-(Pur)-Met-Pro-(Con)] carried a similar percentage (.625% and
.5%).
The findings of this study show that all of the abstract writers
have one or more missing rhetorical moves in their abstracts. This
finding is despite the rhetorical moves identified by Hyland (2000) being
commonly used in abstract writing. Providing the Introduction moves
seems to be disregarded by most of the authors. Based on the finding of
this study, the majority of the authors (79%) began their abstracts with
the Purpose move. This phenomenon could be due to the author‟s belief
that providing the background of the study in the abstract is not necessary
for readers to get the essence of their studies. When a move falls below
60 percent, such move can be considered as optional rather than
conventional. In this study, three types of Introduction moves structure
were identified, namely Problem move, Theory move and a combination
of Problem and Theory move. The existence of various forms could be
because there are no explicit standard rules for decision on moves for
abstracts (Sidek, et.al, 2016).
The findings is consistent with the ones of Tu and Wang (2013)

that the majority of the randomly selected from JSLW corpus employed
the IPMPrC structure, which was found out to contain 28.8% of the JA
abstracts written in this structural pattern. Kanoksilapatham (2005) as
quoted in Saeeaw & Tangkiengsirisin (2014) suggested that the presence
of the Introduction move reflects the richness of current literature in the
fields and, on the other hand, the absence of the move may be due most
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likely to the relatively short history in the fields. The Introduction move
is not considered as conventional (Sidek, et.al, 2016).
In this study, the Purpose move carries 73 percent, a finding,

which suggests that this move is a conventional rhetorical move,
structure in abstract (Kanoksilapatham, 2005 in Sidek, et.al, 2016 ).
There were 27% of the authors who did not include the Purpose move in
their abstracts although the purpose of a study is a pivotal part that is to
inform readers of the main reason the study was conducted. Sidek, et.al
(2016) further suggested that the readers should be informed of the
purpose of the study since the absence of the Purpose move might be at
the expense of the article not being read. Hence, although within the
context of this study the abstracts that do not have the Purpose move is
regarded as minority comparatively, this finding prevails as an issue of
concern as to the reasons those academics overlooked the inclusion of the
Purpose move.
Regarding the inclusion of the Method move, 61% of the

abstracts contain the Method move. There were 39% of the authors who
did not include the Method move in their abstracts. Since the abstracts
selected for this study were for empirical studies in nature, if the Method
move is absent, an abstract can be considered obscure because the
methodology of a research is the index of the legitimacy of the findings
of the research (Sidek, et.al., 2016). The absence of the Method move
makes the findings presented in the abstract to be questionable because it
is missing the basis of how the findings were derived. In addition, this
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may reflect the author‟s deficit as an academic author and a researcher.

This missing move could also result in the article not being read
regardless of the actual quality of the study in the article since an abstract
is a gateway to the full article (Hartley & Benjamin, 1998; Swales, 1990
as quoted in Sidek, et.al., 2016).
In relation to the provision of Product move in the abstract, the

findings in the present study indicated that the majority of the authors
whose abstracts were selected for this study acknowledge the importance
of including the Product move in their abstracts. This finding also reflects
awareness among the authors that the output of this study must be
included in an abstract. Only one abstract is without the Product move; a
statistic that can be waived because it could be due to unintentional
human error (Sidek, et.al., 2016).
As in the case of the finding of the Purpose move analysis, the

majority of the selected abstract (65%) consist the Conclusion move. The
Conclusion move comes primarily in the form of a statement of the
discussion of implications. This form of Conclusion move is a common
concluding remark in an academic research abstract. Since this study
does not involve interviewing the authors of the selected abstracts, it is
inconclusive as of the reason of the exclusion of the Conclusion move in
about 35 percent of the selected abstracts.
In terms of the findings for rhetorical moves sequential structure

analysis, the prominent finding is in alignment with the finding for
Introduction move analysis. The most prominent moves structure
sequence is Purpose-Method-Product-Conclusion (22.5%). The missing
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moves pattern seems to vary, ranging from a minimum one to maximum

three missing moves. In this study, although the three missing moves
such as in the Purpose-Conclusion moves structure was only found in one
abstract, this finding has a significant adverse notion because it reflects
an academic‟s knowledge and awareness of what an abstract should
constitute, which is one of the basic knowledge in research report
writing. In general, the various missing moves structures against
Hyland‟s (2000) commonly identified moves structure raises the question
on the level and extent of academic research report writing knowledge
and skills among academics.
CONCLUSION
From the previous discussion, it can be concluded that the students‟
abstract writing is thus instrumental in constructing an impression of a
writer who has a legitimate place in the scientific discourse community.
The structure of I-P-M-Pr-C is most prevalent in the students‟ abstracts.
The analysis also shows that the rhetorical strategies deployed by the
scholars in these two applied disciplines are relatively similar. The last
deviation from Hyland‟s model is the move cycling patterns in the field
of the English language teaching. When several results are reported
serially, some such moves as Methods, Product, and Conclusion are
likely to recur in the text a number of times (Saeeaw & Tangkiengsirisin,
2014).
The implications of this study are valuable for didactic purposes, i.e.
writing pedagogy. There is a need for language teachers to empower
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learners with strategies in response to the academic writing. In addition,

the implications deal with the description of undergraduate writing.
Explicit discussion of language features in moves can be enabling or
empowering for student writers who are trying to join a particular
scientific community. The third implication concerns future research
based on the findings of the present study. it will be interesting to
compare the language choices that are made by undergraduates in their
abstracts and the ones of expert writers in similar subjects.
REFERENCES
Chalak, & Norouzi. (2013). Rhetorical moves and verb tense in abstracts:
A comparative analysis of American and Iranian academic writin.
International Journal of Language Studies, 7 (4), 101-110.
Gessesse, C.M. (2016). An Investigation into the Macro Rhetorical

Structures of the EFL Research Abstracts of Graduates of 2013:
The Case of Bahir Dar University in Ethiopia.
Online Journal of Communication and Media Technologies, 6(1),
1-22.
Hyland, K. (2000). Disciplinary Discourses: Social Interactions in

Academic Writing. London: Longman.
Lynn, M.R. (1986). Determination and quantification of content validity.

Nursing Research, 35, 382– 385.
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Khansari, D., Heng, C. S., Yuit, C.M., Yan, H. (2016). Regularities and
Irregularities in Rhetorical Move Structure of Linguistics Abstracts
in Research Articles. 3L: The Southeast Asian Journal of English
Language Studies, 22(1): 39 – 54.
Nikpei, H. (2016). Rhetorical Moves of Abstracts Written by TEFL
Students and Molecular Biology Graduate Students- A
Comparative Study. International Journal of English Language &
Translation Studies. 4(4), 172-179. Retrieved from
www.eltsjournal.org
Polit, D. F., & Beck, C. T. (2006). The Content Validity Index: Are You
Sure You Know What‟s Being Reported? Critique and
Recommendations. Research in Nursing & Health, 29, 489–497.
Ren, H. & Li, Y. (2011). A Comparison Study on the Rhetorical Moves

of Abstracts in Published Research Articles and Master‟s Foreign-
language Theses. English Language Teaching, 4 (1), 162-167.
Saboori, F. & Hashemi, M. R. (2013). A Cross-Disciplinary Move

Analysis of Research Article Abstracts. International Journal of
Language Learning and Applied Linguistics World (IJLLALW), 4
(4), 483-496.
Sidek, H.M., Saad, N. S. M., Baharun H., & Idris M. M. (2016). An

Analysis of Rhetorical Moves in Abstracts for Conference
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Proceedings. IJASOS- International E-Journal of Advances in

Social Sciences, II (4), April 2016, 24-32.
Saeeaw, S. & Tangkiengsirisin, S. (2014). Rhetorical Variation across

Research Article Abstracts in Environmental Science and Applied
Linguistics. English Language Teaching, 7 (8), 81-93.
Tu, P. & Wang, S. (2013). Corpus-based Research on Tense Analysis

and Rhetorical Structure in Journal Article Abstracts. Proceedings
of the 27th Pacific Asia Conference on Language, Information, and
Computation, 102-107.
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Developing Massive Open Online Course (MOOC) : Need

Analysis of Teaching Materials for Madrasah English
Teachers
Dewi Wahyu Mustikasari

State Insitute for Islamic Studies (IAIN) of Salatiga
Email: dewi.w.mustikasari@gmail.com
DOI: 84http://dx.doi.org/10.18326/rgt.v10i2.170-184
Submission
Received:
29-09-2017 The purposes of this study are (1) to recognize the
Final Revision: textbooks or other teaching materials used by the
25-11-2017 Madrasah English teachers, (2) to identify their
Available online: obstacles in preparing the teaching materials, (3)
01-12-2017 to analyze the teaching materials which can be
developed in MOOC, (4) to analyze the teaching
materials for MOOC which are related to the
Indonesian curriculum, (5) to analyze their
willingness of proffesional teaching development
by joining MOOC. This study used a descriptive
qualitative approach. Moreover, the subjects of the
study were 3 English teachers of MTs Negeri
Salatiga and 5 English teachers of MAN Salatiga.
Observation, interview and documentation were
used as the techniques of data collection. The
results showed that (1) they used the textbooks
from Ministry of Education (MOE), selected main
handbooks, supplemenatary teaching materials
from certain websites, (2) communicative
competence as the main issue of content of textbook
from MOE gave different challanges for them to
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prepare the teaching materials, (3) authentic

materials were highly needed to be developed in
MOOC, (4) characters building based-teaching
materials needed to be developed too as those are
the uniqueness of the Indonesian curriculum, (5)
they had less interest to join MOOC as their way to
develop their proffesional teaching development.
Keywords: MOOC, English teaching
materials, authentic materials,
characters building
INDONESIAN ABSTRACT
Tujuan penelitian ini adalah (1) untuk mengetahui
buku-buku atau materi pelajaran yang digunakan
oleh guru-guru Bahasa Inggris di madrasah, (2)
untuk mengidentifikasi kendala yang dihadapi oleh
mereka ketika menyiapkan materi pelajaran, (3)
untuk meganalisa materi pelajaran yang
dibutuhkan untuk mengembangkan MOOC, (4)
untuk menganalisa materi pelajaran untuk MOOC
yang sesuai dengan kurikulum di Indonesia, (5)
untuk menganalisa kesanggupan guru-guru
tersebut untuk mengikuti MOOC dalam usaha
mereka untuk peningkatan mutu mengajar.
Penelitian ini menggunakan pendeketan deskriptip
kualitatif. Selanjutnya, subyek penelitiannya
adalah 3 guru MTs Negeri Salatiga and 5 guru
MAN Salatiga. Obeservasi, wawancara,
dokumentasi digunakan sebagai teknik pegumpulan
data. Hasil peneltian menunjukan bahwa (1)
mereka menggunakan buku-buku dari
Kemendikbud, buku-buku pilihan sekolah, materi
tambahan dari situs, (2) kompetensi komuniksi
sebagai isu utama dalam buku Kemedndikbud
memberikan beberapa tantangan yang berbeda
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bagi mereka ketika menyiapkan mateeri pelajaran,

(3) materi otentik sangat dibutuhkan untuk
dikembangkan di MOOC, (4) pembelajaran
berbasis karakter perlu dikembangkan juga
sebagai keunikan kurikulum di Indonesia, (5)
mereka memiliki kertetarikan yang rendah untuk
mengikuti MOOC sebagai usaha untuk
peningkatan mutu mengajar.
Kata kunci: MOOC, materi pelajaran
Bahasa Inggris, materi otentik,
pendidikan karakter
INTRODUCTION
Developing MOOC for Madrasah English teachers is designed to
support their teaching professionalism. It is planned to be investigated in
a multiyear study. In this paper, I propose to inform the first year study
results which cover the need analysis of teaching materials for them. The
term “need analysis” is “Procedures used to collect information about
learners’ needs are known as need analysis (Richards, 2001: 51).” The
teaching materials which are analyzed must be related to the learners’
needs. In addition, the teaching materials are essential to be discussed
because Madrasah English teachers are mostly recognized to use text
book. As it is informed by Liu & Littlewood (1997) as mentioned by
Zhenhui (2001) “Traditionally, the teaching of EFL in most East Asian
countries is dominated by a teacher-centered, book-centered, grammar-
translation method and an emphasis on rote memory.” The concept of
teacher-based learning is commonly used by the Indonesian teachers, and
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text book is widely used by them, as it is obviously dominated the

learning process.
The classroom activities of the learning process need to be guided
using textbook as the teaching material because based on Ansary and
Babaii (2002) “a textbook is a framework which regulates and times the
programs.” Therefore, the Indonesian government also publishes the
textbooks which are related to the curriculum. However, Lamie (1999)
informs that “textbooks produced or approved by a governing body, such
as a Ministry of Education (MOE), may purport to adhere to curriculum
guidelines, but in reality not fulfill the objectives they set themselves.”
As a result, it is important to analyze the textbooks of MOE of Indonesia.
Are they closely related to the needs of the teachers and students or not?
Thinking about this point of view, thus, Allwright (1990) as quoted by
Kitao and Kitao (1997:1) argues that “materials should teach students to
learn, that they should be resource books for ideas and activities for
instruction/learning, and that they should give teachers rationales for
what they do. From Allwright's point of view, textbooks are too
inflexible to be used directly as instructional material.” It can be assumed
that a good textbook is not a rescources pack which provides an
intructional teaching materials because the teachers must recognize the
students’ needs in learning English. Unwise action is conducted by the
teachers if they teach the students because they need to finish the
teaching materials of the textbooks without recognizing the
students’process of learning which expects them to perform
communicative competence.
Boosting the students’ communicative competence demands the
teachers to use authentic materials so that the students are able to use
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English communicatively. The students can have an adequate

competence if they can use anything in the real life situation as their
stimulation to produce English in written or oral. As it is also claims by
Kilickaya (2004) “Authentic material is significant since it increases
students’ motivation for learning, makes the learner be exposed to the
real language as discussed by Guariento & Morley (2001: 347).” The
usage of authentic materials can motivate the students to be active in the
classroom because they will use the real language, that is, English in
reality not in an isolated situation. As it is also claimed by Kelly et.al
(2005) “Providing authentic materials for language learning should be
relied on students’ need of using the language itself.” If they need to be
communicative in using English, thus, the teachers need to provide their
demands. Moreover, authentic materials also can be gained from objects
surrounds us, it is known as realia. Mumford (2005) informs that “we
like using realia, i.e. objects in the class because it adds interest and
relates language to the real world.” The real object brings more realistic
situation of life, thus, the students are able to produce daily used of
English. Then, he finds three categories of using realia in teaching the
students namely “first for descriptions, and second as props in drama and
another type of activity is a creative thinking exercise, finding different
uses for an object, e.g. a ruler could be a weapon, musical instrument, a
symbol of authority and so on (Mumford, 2005).” His three main concept
of beneficial realia can be adopted in the classroom so that the daily
English can be made by the students. Realia is used to support the
realization of real-life experiences. Brown (2001: 238) as stated by
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Mustikasari (2013: 169-170) “Experiential learning includes activities

that engages both left and right-brain processing, that contextualize
language, that integrate skills, and that point toward authentic, real-world
purposes.” Real-life experiences which resemble real-world activities
occupy the students to use English by integrating the four skills, as it is
described that English is not learned separately, but it is an integration of
the skills. Listening and reading as the receptive skills are function as the
former skills which are needed by the students when they create the
productive skills that are writing and speaking. The students learn to
contextualize English when they use the receptive and productive skills,
thus, it acquires realia to help them to process an integration of language
skills.
Critical thinking is another issue which must be provided in the
learning process, except authentic material and integrated skills tasks.
Fisher (2001:14) says that “Critical thinking clearly requires
interpretation and evaluation of observation, communication, and other
sources of information.” Meanwhile, Cottrell (2005: 3) adds that “Critical
thinking is associated with reasoning or with our capacity for rational
thought. The word “rational” means using reasons to solve problems.”
Then, Norris and Ennis (1989: 3) as informed by Liaw (2007: 50) claim
it “reasonable and reflective thinking that is focused upon deciding what
to believe and do.” It can be described that the students are clearly
assumed to have an adequate knowledge to use their mental process to
answer and do cognitive tasks in the learning process. Furthermore, they
need to display their critical thinking quality of interpreting thought,
classification, assortment, and decision. The critical thinking quality can
be seen when students perform their self-regulation and learner autonomy
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to solve the problems. Tan (2003: 1) “Problem solving in real-world

contexts involves multiple ways of knowing and learning.” Thus, by
activating the critical thinking, it is hoped that the students are able to use
various steps of knowing and learning in term of problem solving. In
addition, they need the teachers to guide them. As it is stated by Tan
(2004: 2) calls “The role of the teacher is to enable students to recognize
the state, repertoire, and depth of various dimensions of their thinking
and to sharpen their abilities to deal with real-world problems.” Having
the teachers’ guidance, the students can maximize their scope of
thinking.
The authentic material, integrated skills tasks and critical thinking
are hoped to equip the students to gain communicative competence.
Therefore, the teachers must have teaching strategies to be used to boost
the students’ communicative competence, thus, the teachers must
consider their own teaching professionalism. In this occasion, I like to
introduce MOOC as an alternative domain for them to increase their
teaching professionalism. Then, what is MOOC? The following
paragraphs answer this question.
Ozturk (2015) states that “Ideas of Open Educational Resources
Movement (OERM) advocating for free access to resources for learning,
teaching, and research (Knox, 2013) underpinned the pedagogical design
of MOOCs.” This term makes education as a turning point of expensive
and unacssessable schools. It can not be denied that digital era brings
positive movements to educate everyone. Thus, it is possible to provide
free access for open resources.
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As one of the mode of open recources, MOOC is a platfrom to

develop an on-line course with a huge number of students. Andersen and
Ponti (2014) as it is quoted by Ozturk (2015) mentions “MOOCs as
structured and organized OER in the form of a course with participation
from educators or organizers.” A structured-course of MOOC is easily
developed because there are some providers that offer various platforms
which can be found in the internet. Class2go, eliademy, and mooc.org
(some of providers) provide a free MOOC platforms. Agarwalt (2013)
claims that “Many organizations are offering these online courses to
students all over the world, in the millions, for free. Anybody who has an
Internet connection and the will to learn can access these great courses
from excellent universities and get a credential at the end of it.” Thus, it
can be inferred that MOOC provides advantages for learners who have
willingness to learn and want to develop their knowledges as long as they
have internet connection. In addition, they do not have to pay the tuition
fee because it is free. As it is also stated by Jordan (2014),
Liyanagunawardena, Adams, & Williams (2013) as mentioned by Israel
(2015: 102) “MOOCs are online courses open to all who have access
to an internet connection and are self-motivated in learning
anywhere and anytime in the world.”
The benificials of MOOC are those mentioned above. This new
invention of learning triggers some researchers to conduct various
researches on MOOC. Firstly, Mackey and Evans (2011) found that the
respondents (15 professional teachers who were taken their Graduate
Diploma in ICT in Education at the University of Canterbury) took
control of their own on-line learning experiences by (1) freely choosing
the level of interaction in on-line and off-line communication, (2)
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connecting the theorical framework and practical application from the

coursework to their work athmosphere. However, they were not
interested to have a permanent relationship with the others in the on-line
athmospheres bacause they just needed to take the advantages of the on-
line learning. Secondly, Kop (2011) informed that the respondents
performed their participation in joining the MOOC by aggregating,
relating, and sharing resources. On the contrary, they showed less active
in creating the digital artefacts namely blog posts and video.
From the above previous researches it can be analyzed that the
respondents seek for knowledges for their proffesionalism in their own
work contexts, thus, it can inferred that Madrasah English teachers also
can be facilitated to have this such enviroment of learning for their
proffesional teaching development. Clarà & Barberà (2013) in Comer,
Clark, and Canelas (2014: 27-28) state that “MOOCs, because of their
scale, offer a significant opportunity for peer-to-peer interaction in the
form of dialogic, networked learning experience.” Independent learning
demmand to be conducted by them because joining MOOC will need
some efforts. They have to manage their times wisely because some
courses will require them to do reading session and submitting tasks.
Some MOOCs provide group discussion which useful for the member to
have a discussion on the reading session. In addtion, they also capable to
inform and share their problems related to technical matters.
Designing MOOC for Madrasah English teachers becomes
important to support their proffesionalism in teaching. Eventhough, in
reality it can be easily enough to find MOOCs of english courses, but
200
those MOOCs do not consider the Indonesian curriculum. They provide

food of thought about english language teaching, but they do not directly
organize the Indonesian curriculum which explores the usage of
characters building in the teaching and learning process. Thus, creating
MOOC which includes the characters building will support the
Indonesian government to widesprade the knowledge of integrating the
characters building into the classroom activities.
METHODOLOGY
I used descriptive qualitative research and conducted some
following steps namely organizing, explaining, categorizing and
classifing the data of the Madrasah English Teachers’ needs in preparing
the teaching material, and using it while teaching the students, in order to
define the teaching materials for Madrasah English Teachers which can
be used to develop MOOC and recognized the teaching materials which
is related to Indonesian curriculum.
The subjects of study were three teachers from MTs Salatiga, and
four teachers from MAN Salatiga. Those Madrasah English teachers had
more than 5 years of teaching experiences and got their proffesional
teaching certification. Furthermore, they had the experiences of several
different Indonesian curriculums when they have been taught the
students.
The research was conducted in the first semester in the academic
year of 2015/2016. The data were started to be collected from July until
September 2015.
The techniques of data collection in this research were observation
(field notes), documentation (the textbooks from Ministry of Education
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(MOE), selected main handbooks, supplemenatary teaching materials

from certain websites) and interview (a semistuctured interview).
RESULTS
Textbooks or Other Teaching Materials Used By the Madrasah English
Teachers
It was recognized that most of them used three types of teaching
materials namely the textbooks from Ministry of Education (MOE),
selected main handbooks, supplemenatary teaching materials from
certain websites.
The textbooks from MOE were extremely good to be used as a
teacher and student book. Although, those books did not mention the
guideline of how to use the book, but those books easily can be used and
covered various activities to engange the students. For example the
activities of one chapter of the textbook for the ten graders of senior high
schools/ madrasah as follow:
1. Warmer (game: Chinese Wishper)
2. Vocabulary builder
3. Pronounciation practise
4. Reading (Jigsaw)
5. Vocabulary exercises
6. Text structure (Think-pair-share)
7. Grammar review
8. Speaking (Guessing game: Ball trawing)
9. Writing
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10. Reflection
Most of the textbooks of MOE supplied four skills (reading, listening,
speaking, and writing skills) which were hoped to be activated by the
students because they needed to perform their communicative
competence as the targeted-indicators which were also mentioned in the
textbooks. Furthermore, the teachers was hoped to play role as facilitator.
The reflection part was a good space for the students to washback their
abilities whether they were able to achieve the indicators of each chapter
or not. Some of textbooks also provided motivating words which came
from famous people, eventhough, those motivating words did not appear
in each chapter.
Table 1. Motivating Words
No Topic of the Motivating Words Page
cahapter
1 Talking about Accept responsibility for your life. 16
Self Know that is you who will get you
where you want to go, no one else
(Les Brown)
2 Complimenting The only thing that stands between 30
and Showing you and your dream is the will to try
Care and the belief that is actually possible
(Joel Brown)
3 Expressing The only way to do great work is to 42
Intension love what you do. If you haven’t
found it yet, keep looking. Don’t
settle (Steve Job)
4 Congratulating - -
Others
5 Describing Life is either a daring adventure or 66
People noting (Hellen Keller)
6 Visiting A journey of a thousand miles begins 80
Ecotourism with a single step (Lao Tzu
Destination
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7 Visiting - -
Niagara Falls
8 Describing - -
Historical
Places
9 Giving - -
Announcement
Source: MOE textbook for the ten graders of senior high schools/
madrasah
It was nice to discover that the textbooks clearly display character traits
into the topics in order to boost the students’ awareness of character
buildings by giving the motivating words. However, the famous people
should be introduced. Who are they? Why their motivating words must
be recognized by them? What is so special about those famous people?
From the above explanation about the textbooks of MOE, it can be
informed that the textbooks were highly designed to shape the students’
communicative competence, but the textbooks were used as a secondary
book by the Madrasah English teachers, and the students may borrow the
textbooks in the library so the targeted-competence was not achieve
properly because they did not use the textbooks of MOE.
On the other hand, the selected books were choosen by the
Madrasah English teacher as the main book to be used by them and the
students. The MAN Salatiga English teachers discussed and decided one
book to be used as the main book for all classes, eventhough, the students
joined different classes which were taught by different teachers, they had
the same learning activities because they used the same book. On the
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contrary, the MTs English teachers had different preferance to choose the
main book. The students still got the same content of the topic of
discussions, eventhough, they taught the students using different books,
but they strickly chose the main books which were related to the syllabus.
One of the example of the selected books was english book for the ten
graders of senior high schools/ madrasah which is publised by Intan
Pariwara. The book implemented the syllabus, and it included tasks,
assessments, mid-term test, and final test. In addition, it had a homework
which was connected to the internet. The tasks were a series of activities
such as warmer, vocabulary builder, pronounciation drills, reading text,
and grammar focus. Furthermore, the book also provided a guideline of
how to use the book and motivating words. However, the selected books
did not provide the integrated tasks skills to foster the students’
communicative competence because the series of task or assessment were
done by them as a routine activity in the classroom, and English was in
an isolated situation.
The next teaching material was selected websites. Few of the

Madrsah English (the advance one who had willingness to use internet)
used the selected websites to find pictures, photographs, diagrams, songs
and videos for grammar focus or other related topics. Using internet was
an optional action to do, if they found that the activities using the
selected books were various they were not consider finding authentic
materials in the internet.
Obstacles in Preparing the Teaching Materials
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Challaging situation were faced by the Madrasah English teachers

in preparing the teaching materials due to the need to facilitate the
students to perform their communicative competence as the main issue of
content of textbooks of MOE. Firsly, most of them complaint that the
students did not have an adequate four skills of learning english so they
can not be forced to perform the communicative competence by using the
textbooks of MOE. They informed that the students needed to be
stimulated to be an active student in a class, and it can not be done by
using the textbooks of MOE. Secondly, the students’ confidanceness to
learn english was another issue which needed to overcome. Thirdly, there
was a lack of supply of the textbooks of MOE. Therefore, the students
can not get those books, but they may borrow those books in the library.
Thus, those books were not use as the main book. Fourthly, they needed
to discuss, think and choose only one book as the main selected book.
This is a hard situation to be handle because each teacher had different
perspective.
Teaching Materials which can be Developed in MOOC
To foster the students’ communicative competence, the Madrasah
English teachers must be supplied with authentic materials. It informed
that selected books were dominated the programs, but it provides less
space for the students to perform communicative competence because
they got less vocabulary building. The authentic materials that can be
given daily words of english which is occured in printed text, realia,
images and multimedia. Those authentic materials must be easily found
in the real-life situation because those items are real things in the real
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world. In addition, the authentic materials must be cheap and easily to be

prepared by the Madrasah English teachers and students. They can
collaborate to prepare the authentic materials with the students. Thus
learning english is not in isolated world that is in a classroom. It is hoped
that it can be used to activated the students’ communicative competence.
Teaching Materials for MOOC Which Are Related to the Indonesian

Curriculum
The characters building based-teaching materials highly needed to
be developed in the MOOC because it is the uniqueness of the
Indonesian curriculum. The motivating words which were existed in the
textbooks of MOE or selected books should not be only read and
understood by the students. Thus, it was just a lip service because the
students only understood the context of the motivating words literaly. It
is going to be useless if there is no action after they understand those
motivating words. They need to be guided to take the action. Therefore,
the concept of characters building based-teaching materials can be used
to help the students to perform the character traits. In addition, the
characters building based teaching materials is done by providing the
students with authentic materials and asking them to perform their
communicative competence which includes their performance of
character traits. For example, the character trait of confidance “belief in
your self you can do it,” when they want to introduce them self is hard to
be done if the students have less vocabulary and they tend to copypaste
the model of how to introduce your self in the textbooks. Therefore, the
teachers ask the students to tell about their hobbies and bring one of their
favorite items which resembles it, then stimulate them to tell (not reading
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the script) it in front of the classroom. Their favorite items are authentic
materials (realia). Furthermore, the teachers can ask them to prepare the
realia at home. Telling about themselve is going to be interesting to be
followed by the entire members of the class because they bring different
realia. On the other hand, the characters building based-teaching material
also can be conducted by providing the students with various Islamic
stories and events as the reading texts. From the data, it was revealed that
the reading texts of the textbooks of MOE and selected books rarely
display the Islamic stories or events. Thus, it is not a bad ideas to
integrate the Islamic point of view of characters building in the concept
of chaaracters building based-teaching materials.
Willingness of Proffesional Teaching Development by Joining MOOC

Most of the Madrasah English teachers admit that they have
difficulty to join the MOOC because of their personal matters such as
office duty and home affairs. Thus their less intension to be a part of the
project results in some considerations to be jotted down in creating the
MOOC namely
1. Avoid a time consuming design of activities for the MOOC
2. Work with the English teacher association to support the
project
3. Invite more respondents in the project such as novice teachers
who teach English in Madrasah or other private Islamic
schools
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4. Work with colleagues to be a part of the project by asking their

students to join the MOOC because later on the students will
have to conduct the intership program.
The noval result exposed that the characters building based-

teaching materials must be designed and developed to maximize the
usage of authentic materials, integrated-skills tasks, and critical thinking
in order to boost the students’ communicative competence. Those items
can be listed in developing the MOOC.
Another essential finding covered that the textbooks of MOE
were not meet the expectation of fostering the students’ communicative
competence because the textbooks were not used as the main book for
some reasons. Firstly, there was less supply of the textbooks in the
schools, although the textbooks also had the pdf version but not all of the
students had laptop to open it, and using technology in the classroom
was not easy to be organized by the teachers. Secondly, the teachers
argued that the textbooks were not suitable to be used as the main book
because the students were not ready to perform the activities in the
textbooks because of the students’ inadequate English skills and
confident. As a result, the findings of the research support Lamie’s
theory in 1999. According to him, the government fails to provide a
well-designed textbook which is related to the curriculum requirements,
but in fact, it is not sufficient to support the academic goals of learning.
CONCLUSION
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In conclusion, to develop a MOOC for them quite challenges

because certain things need to be adjusted so that they are able to join
this MOOC for their professional development. Furthermore, the
teaching materials which supply them with real-world activities can be
provided by using authentic materials as the media of teaching. In
addition, it is essential to provide the teaching materials which are
related to the Indonesia curriculum and needed to improve the students’
cognitive competence.
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Game Localization: Loss and Gain in Visual Novel Subtitles
Etty Syafa’ati
English Literature Department, IAIN Surakarta
Email: ettysyafa@gmail.com
Umi Pujiyanti
English Literature Department, IAIN Surakarta
Email: uphaupho@gmail.com
Submission
Received: This research discussed about loss and gain in the
13-08-2017 context of game localization with the limitation on
Final Revision: subtitles. The objectives are to present the loss and
10-11-2017 gain in the visual novel game adaptation subtitles
Available online: entitled A Child in the Forest and to identify reasons
01-12-2017 of the loss and gain happen. A Child in the Forest is
a kind of game which consists of static and
background images also music soundtrack with
storylines and dialogues. It was made and translated
from English into Indonesian version by English
Letters students of IAIN Surakarta. The method used
in this research is descriptive qualitative. The
method of collecting data, researcher gets English
and Indonesian subtitles script from the game
packages. After that, the researcher analyses the
data which consist of loss and gain and also make
interview with translator. The researcher uses
informant to make data validation which is expert in
translation and in the world of visual novel game.
The result of this research, researcher found 63 data
about loss and 55 data about gain. The reasons of
loss and gain in visual novel game subtitle is mostly
because of the translator wants to reach the goal of
game localization in order the visual novel can be
easy to be played and to be understood.
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Etty Syafa’ati & Umi Pujiyanti
Keywords: Game Localization, Loss and Gain,

Subtitle of Visual Novel Game.
INDONESIAN ABSTRACT
Penelitian ini membahas tentang loss dan gain dalam
konteks game lokalisasi dengan fokus hanya pada subtitle.
Tujuan dari penelitian ini adalah untuk menunjukan loss
dan gain yang ditemukan serta mengidentifikasi alasan
kenapa loss dan gain bisa terjadi di subtitle visual novel
game adaptasi berjudul A Child in the Forest. A Child in
the Forest adalah sebuah permainan yang terdiri dari
gambar statis dan latar belakang juga suara music dengan
alur cerita dan dialog. Visual novel ini dibuat dan
diterjemahkan dari bahasa Inggris ke bahasa Indonesia
oleh siswa jurusan sastra inggris semester 2 IAIN
Surakarta. Metode yang digunakan dalam penelitian ini
adalah penelitian deskriptif kualitatif. Metode
pengumpulan data, peneliti mendapatkan naskah
terjemahan bahasa Inggris dan bahasa Indonesia dari
data paket permainan. Setelah itu, peneliti menganalisis
data yang mengandung loss dan gain dan juga melakukan
wawancara dengan penerjemah. Peneliti menggunakan
informan untuk melakukan validasi data yang ahli dalam
dunia penerjemahan dan ahli dalam game visual novel.
Hasil penelitian ini, peneliti menemukan 63 data tentang
loss dan 55 data tentang gain. Alasan loss dan gain dalam
subtitle game visual novel ini sebagian besar karena
penerjemah ingin mencapai tujuan lokalisasi permainan
agar visual novelnya mudah dimainkan dan dipahami.
Kata kunci: Lokalisasi Game, Loss dan Gain, Subtitle di
Visual Novel Game.
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INTRODUCTION
Studies on interlingual subtitles in the context of screen translation
revolve around subtitle and subtitling standard differences between film and
games (Sajna: 2013), constraints and challenges (Mangiron and Ohagan: 2006),
comparative study between TV, DVD, and game (Mangiron: 2013) and also
strategies in translating video games in the context of game localization
(Costales, 2014). The gap left by those studies is the study of subtitle in the
context of video game localization with loss and gain as the perspectives. To
reveal the loss and gain in video game subtitles in game localization and to
figure out the reasons why this happens are the objectives of this research.
Different characteristics on media and how the media is accessed
contribute to the possibilities of loss and gain emergence. In the case of
subtitling for example, subtitles appearing on different media, film, for instance,
are mechanically different from subtitles on video game screen. Game subtitles
are generally longer than subtitles for film. According to Mangiron (2013:44-
45), the length of time game subtitles are displayed on screen is variable.
Mostly, user controlled in games while in film or TV, time on screen rule is
only for 6 seconds. Furthermore, in the parameter of the character per line for
film are 35-37 and for game subtitling are 30-143 characters. Mangiron also
adds that general subtitling guidelines are not applied in games and it describes
the different features such as mentioned above, time variable displayed on the
screen, number of lines and also font type, font size and reduction. She adds that
reduction in game subtitling must be little for interlingual subtitles as compared
with TV subtitling. However, it does not rule out the possibility that another
factor might cause loss and gain such as the ability of the translator in
understanding the both language and also special skill in understanding the rule
and the concept of the game. In fact, because of those reasons, researcher will
216
find whether the loss and gain are caused by the use of different media or there
are other reasons applied.
This paper tries to present the loss and gain in the visual novel game
adaptation entitled A Child in the Forest. Visual Novel (VN) typically
articulates its narrative by means of extensive text conversations complemented
by lovingly depicted (and mainly stationary) generic backgrounds and dialogue
boxes with character sprites determining the speaker superimposed upon them
(Cavallaro, 2009:8). In other words, visual novel is a general type of game with
storyline and dialogues. There are also elements such as characters, background
images, and sounds.
The VN of A Child in the Forest itself has storylines which are the
adaptation from the story entitled A Child in the Grave by Hans Christian
Andersen. It made by English Letters students of IAIN Surakarta. They made it
from English into Indonesian and that it is used as the object of study for this
research which focus only in subtitles. The reasons why researcher chooses A
Child in the Forest visual novel game because it is unique visual novel for it is
combining pictures of people with animation as the element in the game. It is
actually new challenge in the visual novel as usulaly vn employs only
animations to be displayed on the screen. Furthermore, the translator and the
maker of the visual novel game is students of English Letters in second
semester in academic year 2015/2016. At this level of age and in the context of
IAIN, producing such kind of work is massive achievement.
Visual novel entitled A Child in the Forest tells about a little girl
who lives in the village with her parents. This girl was beautiful, kind and
smart. Her father was a carpenter and the mother was a florist in the city.
The girl always obeyed her parents. Until one day, she entered the forest
without permission of her parents. Then, she was kidnapped by witch
who acted as old woman. She regretted and realized her mistakes. One
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day, a fairy appeared and helped little girl to come back home. The moral
value is already familiar or known as children must obey their parents.
In this case, the visual novel game entitled A Child in the Forest
ready made in English language as a global product and then the
translator worked to localize it in Indonesian language. Furthermore, in
making subtitles in this VN, localizer or translator must be able to
running software of this game which name Livin Maker. Livin Maker is
one of engines by IAfterSmile Company to make the visual novel game. It
shows that this visual novel game could be a part of localization or GILT
practice.
Localization is a part of GILT (Globalization, Internalization,
Localization, and Translation). O‟Hagan (2005:76) states that “The term GILT
has been introduced reflecting the complexity involved in making a product or
content global-ready”. She added that GILT places language transfer in the
wider context of globalization and also in the process there is specific criteria
have to deal with electronic content or computer software. Meanwhile
Mangiron and O‟hagan (2006) added that game localization is combining
language translation and software engineering, where translated text strings
need to be appropriately placed within the software. That is why the ability of
translating and also special skill in running software of the game is required to
the translator or localizer. If not, the possibility of loss and gain might happen
without consideration.
The definition of loss according to Bassnett (2013) is a situation
in which terms or concepts in the SL text do not find their substitutes in
the TL text and gain exist for the translator at times to enrich or to clarify
the SL as a result of the translation process. In other words, loss is the
disappearance of certain features in the TL text which are present in the
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SL text. Whereas, gain is the emergence of certain feature in the TL text

which rendered from SL.
Several reasons arise due to the issues of loss and gain such as the
characteristics of media in visual novel game. Another reasons appear
such as the ability of translator in understanding the both language
including cultural knowledge; the goal of game localization or to make
visual novel easy to be played and to be understood; the translator itself
that deleted and added certain elements to make it more natural in target
language; and the problems that are encountered by translators in
understanding the words, messages or meaning. (Melis and Albir, 2001).
Furthermore, the goal of the localized game must be innovative and
exciting, and, at the same time, it has to be easy to be played and to be
understood. In game localization, the feeling of the original 'gameplay
experience' needs to be preserved in the localized version so that all players
share the same enjoyment regardless of their language of choice (O‟Hagan and
Mangiron, 2004). They added that no oddities should be present to disturb the
interactive game experience, and this is the reason why game localizers are
granted quasi absolute freedom to modify, omit, and even add any elements
which they deem necessary to bring the game closer to the players and to
convey the original feel of game play.
From all the reasons, it can be classified into two types. First, it
included of narrative aspects, second it is about mechanical aspects.
According to Cavallaro (2009) narrative aspect is about the materials
such as characters, structures and events of a potential or virtual story. In
other words, it is about the text. From the mechanical aspects, it is about
engine and mechanic process. In subtitles, the mechanical aspects are
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included the dialog box, the use of fonts, the pictures effect and the
restriction such as space availability.
RESEARCH METHODOLOGY
Descriptive qualitative method is applied in this research. Bogdan &
Taylor in Moleong (2014) state that “qualitative method is a research procedure
which produces descriptive data in the form of written or oral words from
people and their behaviors that are observed”. (p. 4). In qualitative research, the
data may be in the form of word, phrase, clause or even sentences. In this
particular research, the Indonesian and English data script are taken from the
visual novel game packages as the sources of data.
Then, the researcher compared the Indonesian subtitles with the original
English story to find loss and gain. After the data of loss and gain arecollected,
the data are validated by expert to see whether the data are true belong to loss
and gain. After that, the researcher classified them based on the linguistics
unit.Furthermore, the researcher also used the method of analyzing the content
and make interviewing the translator of the game to reveal the reasons why of
loss and gain happen.
DISCUSSION
In this part, researcher shows the results of the research or the data
analysis of loss and gain in Indonesian subtitle of visual novel entitled A Child
in the Forest. From the results of research, the researcher found 118 data about
loss and gain. For the brief explanation, the researcher explains it into the
following tables below.
Table 1. Data loss in the subtitles of visual novel A Child in the Forest.
No. Level of Loss Quantity
1. Word 38
2. Phrase 17
3. Clause 6
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4. Sentences 2
Total 63
From the table above, it can be seen that 63 data are belong to loss. From
the 63 data, it covers 4 form linguistics units, they are: 38 data at the
level of words, 17at the level of phrase, 6at the level of clause, 2 at the
level of sentences.
Table 2. Data gain in the subtitles of visual novel A Child in the Forest.
No. Level of Gain Quantity
1. Word 32
2. Phrase 23
Total 55
From the results, the researcher found 55 data which belong to gain.
They cover into 2 form linguistics unit: 32 data at the level of word and
23 at the level of phrases.
Loss at the Level of Word

Researcher found loss at the level of word. They are not
translated or it means loss in the target text. The discussion and reason of
loss at the level of word level can be seen through examples below:
Example 1, LW 20
ST: How many times I told you, the forest is toodangerous for you.
TT: Berapa kali harus Ibu katakan, hutan itu berbahaya untukmu.
From the example 1 above, translator removed the word “too” in

the TT. The word “too” in ST confirms that the forest which visited by
the little girl is not only dangerous but very dangerous. The emphasis of
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the word “too” is different with the meaning is just dangerous. The
researcher analyzed that if the word “too” is deleted there has been a loss
of meaning in TT but it is not such a big deal. The translator also agree
with this because if it seen further, the target language and storylines are
for children. It is better if the translator make the TT as simple as
possible. Thus, the loss of word “too” helped the meaning looked simpler
and it helped the reader easy in catch the whole story. If it translated
using literal translation strategy it must be “Berapa kali harus ibu
katakan, hutan itu sangat berbahaya untukmu”.
Example 2, LW
ST: Because I want to go home. I wanna meet my family
TT: karena aku ingin pulang kerumah dan bertemu kedua
orangtuaku.
In the example number 2, there is a word “I” in the second sentence

of ST that could not be found in TT. Translator did not translate it. The
loss at the level of this word is happened because translator said, she
wanted to make the meaning as simple as possible. The translator
translated two sentences into only one sentences. In this case, the target
text already adjusted and it has different structure with the source text.
She deleted the word “I” and the word “and” is added. Certainly, in
Indonesian language structure when two sentences with the same subject
are combined, the repetition of the subject no longer needed. If it
repeated the structure of sentences will not neutral in target language.
Thus, the adjustment of the structure from English to Indonesian is
applied. Furthermore, by combining and changing the structure will make
the target text simpler. So that, this has something in line with the goal of
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game localization which to make visual novel subtitles easy to be read,

played and understood.
After analyzed all the data loss, the researcher found the total data
about loss at the level of words are 32 data. The mostly reason why loss
at the level at words happen because of translator wants to make the
target text look simple. It will help the reader to reach the goal of visual
novel which to make it easy to be played and to be understood.
Loss at the Level of Phrase

Phrase is a group of words acting as a single part of speech and
not containing both a subject and a verb. It is a part of sentence and does
not express a complete thought. The phrase form contains a broader
meaning when compared with the word level, so that if there is a
meaning that is loss in this level, the meaning lost in ST will be wider.
However, the translator has reasons why loss in this case happen. Here
the analysis:
Example 3, LP 2
ST: There was a happy family in the village.
TT: Kisah itu tentang keluarga bahagia.
Phrase “in the village” is a prepositional phrase which the

meaning explain the place of the family. The writer has a specific
purpose by mentioning “in the village”. When the phrase is not
translated, so not all the meaning of the SL fully conveyed.
The reason of the loss in this phrase, the translator said she
confused about the meaning “in the village”. This sentence itself is a part
of second utterance by the narrator which the first utterance the narrator
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said “Today, I will read you a story about a child and her family who
lived in the border of the forest”. The narrator already told that the family
lived in the border of the forest and then the next utterance “There was a
happy family in the village” is mentioned. The translator thought it has
different meaning if “in the village” is translated into di sebuah desa. It
will make the readers confused too because of the different information
of the place. However, when the phrase “in the village” has been loss, the
reader still know the context and understand the full picture of place by
the utterance before and also picture of visual novel which supported it.
There is not only the phrase of “in the village” which has been lost but
the phrase of “There was” also deleted and it changed into kisah. Then,
the researcher analyzed that the translator used the strategy of free
translation in translating the source text into target text.
Example 4, LP 3
ST: It's too dangerous, just go back to the house, ok?
TT: disana terlalu berbahaya, sayangku.
The meaning of the phrase “just go back to the house” is not
conveyed to TT so the meaning of the TT is not entirely equal with ST.
In that phrase, the translator translates “just go back to the house” to
“sayangku” which means very much different. The context of the story is
about a mother who remind a little girl not to go far away from home.
The reason why this phrase has been loss is because in the text before her
mother already said about the little girl to go home. The translator did not
want to repeat it again. Because of those reason, she preferred to reduce
it. In addition, the researcher analyzed that the word sayangku is added to
emphasize that the prohibition from the mother is not a sign of angry but
it is a sign of love to her daughter. From the total of loss at the level of
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phrase in the subtitle of A Children in the Forest visual novel game,

researcher found 17 data.
Loss at the Level of Clause

In this research, researcher found loss at the level of clause. Here the
analysis below:
Example 5, LC 6
ST: After the witch left her house, she tried to go out from the house,
but the door was locked.
TT:setelah si penyihir meninggalkan rumahnya, si anak
perempuan itu mencoba untuk melarikan diri.
There is utterance by narrator which explain about the little girl
condition after she was kidnapped by the witch. By those full utterance from ST
and its subtitle in Indonesian, it can be seen that the last sentences of utterance
above “but the door was locked” is not translated in TL. In this case, the loss
happened because the translator intentionally deleted just to make visual novel
subtitles easy to be understood. Furthermore, the space that available after this
sentence is limited. Although visual novel game have wider space compared to
TV subtitles but when the dialog box of subtitles is full it will make the
translator cannot added another words or clause. In this case, the clause has
been loss because the translator abolished it to fit the dialog box of subtitles.
The total data of loss at the level of clause is 6 data that could be found by the
researcher.
Loss at the Level of Sentences

In A Child in the Forest subtitle, there are 2 data loss found at the level
of sentence.
Example 6, LS 1
ST: Please forgive me for everything I have done.
TT: -
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Example 7, LS 2
ST: I did not do what my father and mother said. I‟m very sorry
about that... And I....
TT: aku tidak mematuhi apa yang kedua orangtuaku katakan dan
aku.....
From the example number 6 above, translator did not translate full
sentence into target language whereas from the example number 7, the sentence
of “I‟m very sorry about that” is loss. Loss occurs because of a sentence that is
not translated into the TL by the translator. The translator may assume that the
non-translated sentence does not affect the plot of the existing story in the visual
novel and does not affect the comprehension of the meaning. In fact, the loss of
a sentence can make the reader confuse about the storyline.
In this case, those sentences are come from the Little Girl‟s utterance.
The context of the story is to tell about the feeling of little girl which she did not
obey the words of her parents, so that she felt very sorry. The utterance of very
sorry already spoken by little girl four times before. The researcher analyzed
that the reason of this loss at the level of sentence because the translator does
not want to repeat the same message repeatedly. Furthermore, the messages of
very sorry before already successfully represent the apology messages from the
number 6 and 7 which has been loss.
Gain at the level of word

The researcher found 32 gain data in the subtitle A Child in the
Forest visual novel game at the level of words. For further discussion,
the researcher explain about the details in the analysis below:
Example 8, GW 13
ST: Okay, let's go back to the house and prepare the meals for
you and your mother
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TT: baiklah, ayo kembali kerumah dan menyiapkan

makanmalam untukmu dan ibumu.
From the example above the source text “prepare the meals” it
has been translated into target text menyiapkan makan malam.The
underlined word is the word that added by the translator although this
word cannot be found in the ST. The reason of the gain at the level of
word is because of the translator make some adjustment between the
pictures of visual novel with the Indonesian subtitle displayed. The
picture can be seen in figure 1 below.
Figure 1
In the figure 1 above, there is afternoon atmosphere depicted.
Therefore, the translator intentionally added the word malam in TT to
clarify the description of the meal that it was for dinner.
Another example of the gain in the word level can be found in
the following example:
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Example 9, GW 20
ST: The old woman brought candy
TT: si wanita tua itu membawa banyak permen.

In the example number 9 above, the source text said “The old
woman brought candy” meanwhile in the target text it is written in
subtitles si wanita tua itu membawa banyakpermen. Thus, the translator
was gained a wordbanyakin the target language which does not exist in
the source language. It has the same reason with the example number 8.
The reasons of the gain word happened is also because the translator
wanted to make adjustment of the subtitles with the picture of the visual
novel.
Figure 2
In the figure number 2, the witch who wear the purples clothes
brings many candies. The translator found that the candy in the picture is
more than one. Because of that, the translator add the word banyak
althought in the ST, the meaning of the “candy” should only one. The
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researcher concluded that the characteristics of visual novel media and

picture in the visual novel caused the gain words occur.
Gain at the level of phrase

The researcher found 23 data about gain at the level of phrase
in the subtitles A Child in the Forest visual novel game. For the further
analysis are below:
Example 10, GP 15
ST: It‟s okay grandma, let‟s find the way to go your home.
TT: tidak apa-apa, nenek. ayo aku bantu mencari jalan menuju
rumahmu.
In the example 10, the little girl says in the source language “It‟s
okay grandma, let‟s find the way to go your home” meanwhile in the
target language it can be read in the subtitle tidak apa-apa, nenek. ayo
aku bantu mencari jalan menuju rumahmu. The translator added the
phrase of aku bantuin the target language.
The reason about the gain in this case is because the translator
intentionally added the phrase aku bantu. This phrase added by the
translator just to make the emphasis of the meaning. The researcher also
analyzed that it makes the sentences is more natural in the TT and the
phrase aku bantu also can be sign of respectful utterance from the
younger to the elder.
After analyzed all the data of loss and gain in the subtitles. The
researcher classified the reasons of loss and gain are into two aspects
namely narrative aspects and mechanical aspects. The reasons which
belong to narrative aspects are because it has to do with the text or the
story such as the ability of the translator in understanding and translating
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the messages. Meanwhile, the reasons which belong to the mechanical

aspects are something that related to dialog box, the images effects and
the restriction of space or limitation.
CONCLUSION
As mentioned above, this presented paper is about loss and gain found
in the subtitle ofA Child in the Forest which is transferred intothe same title, A
Child in the Forest. There are 118 data of loss and gain found in A Child in the
Forest subtitles consisting of 55 data of gain and the 63 data of loss. From the
63 data loss, it covers 4 form linguistics units such as 38 data at the level of
words, 17at the level of phrase, 6at the level of clause, 2 at the level of
sentences. While in the gain, it covers into 2 form linguistics unit such as 32
data at the level of word and 23 at the level of phrases. In this case, the
dominant linguistics units which loss and gain occurred is word.
The reasons why words are dominant in loss and gain because
translator sometimes sees a word need to be deleted as it will make the meaning
sounds natural in target language. In addition, at the level of word in the form of
a small case such as pronoun, conjunction, adjective, auxiliary, determiner,
adverb, preposition not considered as an important if it eliminated in the target
language.
The discussion ends at the conclusion that the most reasons of
loss and gain happen is part of mechanical aspects in which translator
wants to reach the goal of game localization and the translator wanted to
make the meaning simple so it fixed to the dialog box. So that, it will
easy to be played and to be understood. Mechanical aspects are caused
loss and gain because it deals with to dialog box, the images effects and
the restriction of space or limitation.
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There are some suggestions that could be drawn from the discussion
above. First, for the translators that they have to be more careful in making
subtitles for visual novel games. In some cases, it was found that loss also
causes subtitles text looks confusing because there are missing parts, so that the
message delivered is less clear. At the same time, translator should make the
audience understand of the full meaning in the ST story without add the
excessively long and trivial subtitles. The researcher also suggests for the
further research to make standardization of subtitling for visual novel game. In
order to guide the future translator, subtitler of visual novel game.
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A Translation Study on Responding of Requesting Speech

Act in the Heroes of Olympus Series
Dewinta Khoirul Anis

Universitas Sebelas Maret, Surakarta, Indonesia
dewinta.remenaweh@gmail.com
Mangatur Nababan
amantaradja@gmail.com
Djatmika
djatmika@uns.ac.id
Submission
Received: This research aims to find the translation
31/10/2017 techniques and evaluate the translation quality in
Final Revision: the form of acceptability assessment on responding
23/11/2017 of requesting speech act in the novel The Heroes of
Available online: Olympus Series. This is a qualitative descriptive
.01/12/2017 research. The primary data sources are the novels
The Heroes of Olympus Series. Meanwhile, the
secondary data sources are derived from minute
meeting of two raters who have competencies in
assessing translation quality and in evaluating the
translation. The methods to collect and analyze the
data are content analysis and Focus Group
Discussion (FGD). The study found 13 translation
techniques applied in translating the responding of
requesting speech act. They are Establish
equivalent, Variation, Borrowing (Pure borrowing
and Naturalized borrowing), Modulation,
Amplification (Explicit, Addition, and Paraphrase),
Adaptation, Discursive creation, Transposition,
234
Dewinta Khoiru Anis, Mangatur Nababan, Djatmika
Generalization, Reduction, Literal, Substitution,

and Linguistic compression. Dealing with the
translation quality in the form of acceptability
assessment, 77 data (86.51%) are acceptable
translations and 12 data (13.48%) are less
acceptable. The majority of acceptable translations
use establishes equivalent technique. The less
acceptable translations apply modulation,
amplification addition, and discursive creation
techniques.
Keyword: responding of requesting speech act,
translation techniques, translation acceptability
INDONESIAN ABSTRACT
Penelitian ini bertujuan untuk menemukan teknik-
teknik penerjemahan yang digunakan dan menilai
kualitas keberterimaan terjemahan pada respons
tindak tutur meminta pada novel The The Heroes of
Olympus Series. Penelitian ini adalah penelitian
deskriptif kualitatif. Sumber data utamanya adalah
novel The Heroes of Olympus Series. Sedangkan,
sumber data sekunder adalah catatan diskusi oleh
dua orang penilai yang memiliki kompetensi dalam
menilai kualitas terjemahan, mengevaluasi
terjemahan. Metode untuk mengumpulkan dan
menganalisis data adalah simakcatat (content
analysis) dan Focus Group Discussion (FGD).
Penelitian ini menemukan 13 teknik penerjemahan
yaitu Padanan lazim, Variasi, Peminjaman
(Peminjaman murni dan Peminjaman alamiah),
Modulasi, Amplifikasi (eksplisit, adisi, dan
paraphrase), Adaptasi, Kreasi diskursif,
Transposisi, Generalisasi, Reduksi, Literal,
Peminjaman alamiah, Substitusi, dan Kompresi
linguistik. Berkaitan dengan penilaian kualitas
keberterimaan terjemahan respons tindak tutur
meminta, 77 (86.51%) data memiliki tingkat
keberterimaan tinggi dan 12 (13.48%) data kurang
berterima. Mayoritas terjemahan berterima
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menggunakan teknik padanan lazim. Terjemahan

kurang berterima menggunakan teknik modulasi,
amplifikasi adisi dan kreasi diskursif.
Kata kunci: respons tindak tutur meminta, teknik
penerjemahan, keberterimaan terjemahan
INTRODUCTION
In the process of translating, translation includes the transfer of
meaning from the source text to the target text. Translation can be a
liaison in the process of transferring information between target and
source language users. To correlate the relationship between two
different cultures and languages, qualified translations are urgently
needed, so the transfer and disclosure of messages from the source text to
the target one can be well conveyed, for example, in the field of
literature, such as novels. For Western literature readers, translations will
be helpful when reading it in a familiar text, familiar to the target
language audience.
Translating literary works is not easy. Although the translators are
able to translate well, they cannot fully assure that they make good
interpretation upon the text. For example, translators are often unable to
translate difficult terms in the source text, and they cannot find the
equivalent meanings in the target text. Whereas the task of a translator is
to transfer language and culture of the source text into the target one in
order to make the reader understands the message and the meaning of the
source text.
Furthermore, a translator should comprehend the definition of
translation. (Brislin, 1976) says that the translation is the general term
referring to the transfer of thoughts and ideas from one language (source)
236
to another (target), whether the languages are in written or oral form:

whether the language has established orthographies or do not have such
standardization; or whether one or both languages are based on sign, e.g.
sign language of the deaf. (Larson, 1984) also states that translation is
basically to transfer a meaning of the source language into the target
language. Moreover, (Catford, 1965) explains that translation is the
replacement of textual material in one language (Source Text) by
equivalence textual material in another language (Target Text).
(Newmark, 1981) also says that translation is a craft consisting of the
attempt to replace a written message and/or statement in one language by
the same message and/or statement in another language. According to
(Catford, 1965) and (Newmark, 1981), translation is the process of
replacing meaning from the source language into the target language.
From those definitions above, it can be deduced that translation is the
activity of transferring thoughts, ideas from the source language into the
target language either written or spoken language.
Besides understanding the definitions of translation, a translator
that translates a text from the source text to another text in order to look
natural and meaningful translation involves many factors, like using
translation techniques, context, and understanding of communication
aspect. (Keith Davis, 1993) states that communication is a process of
passing information and understanding from one person to another.
Hence, we concern that communication is a dynamic process that takes
place around us all the time. In fact, we spend many times receiving and
sending messages. Furthermore, in order to make communication runs
effectively, communication must be built on the basis of openness that is
the key to trust and credibility. The ability to listen and read effectively is
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an effort that manifests through empathy, interaction, and response. So

that, the speaker and hearer can share, approve and response the message
and the utterance.
Using language as a tool of communication has a specific purpose
that the hearer can understand our intentions. Therefore, in this case, the
response of the hearer is our main concern. (Austin, 1962) argues that by
saying or in saying something we are doing something. To get a goal, the
speaker tries to transfer the message briefly, clearly and meaningfully to
the hearer. Then, the hearer supposed it by giving a response directly.
Accordingly, the focus of this study is on translation techniques
usage and translation acceptability on responding of requesting speech
act. Responding to requesting speech act is a response to requesting
speech act, it is a part of directive speech act. (Searle, 1979) reveals that
the main point of requesting speech act in communication indicates the
hearer‘s response (count as an attempt to get how to do something).
Then, the speaker hopes that the hearer can give a response either in the
form of verbal or in the form of non-verbal language. Although, the
researcher maps out only on the verbal response in this study. (Sarlito,
1995) says that response is the activity or inhibition of the previous
activity of an organism resulting from stimulation. (Gulo, 1996) also
states that response is the reaction of the receiver after perceiving or
understanding the message (depend on stimulation). Then, we can say
that response plays an important role in communication. It is essential for
the completion of the whole communication system. It enables the
sender/speaker to evaluate the effectiveness of the message. It is also
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inevitably essential in case of two-way communication. Without a

response, two-way communications are either ineffective or incomplete.
Review of Previous Study

Several types of research of translation with the topic of speech
act are in the following. (Kuncara, 2012) analyzes the translation of
directive speech act in the novel Sang Godfather in the whole types of
illocutionary. Then, (Wahyuni, 2014) analyzes the translation of directive
speech act in different data source i.e. in the film of Alice in Wonderland/
In her study, she finds the literal translation technique as the dominant
technique and the translation quality in the form of accuracy and
acceptability tends to be outstanding. (Fitriyana, 2014) analyzes the
technique and quality translation of expressive speech act in the novel
Stealing Home by Sherryl Woods. The results unveil 19 types of
expressive speech act and 11 translation techniques. Whereas, the literal
translation technique is similarly as the dominant technique, and shows
the impact of applying translation techniques toward the translation
quality i.e. by applying literal, amplification addition, pure borrowing,
compensation and linguistic compression techniques. The quality of
translation accuracy tends to be qualified /accurate. Several studies above
are still general and lack of focus because they describe all types of
speech act, directive, expressive, and have not exposed the aspect of
giving responses from speech acts.
In terms of speech act, there are two studies of translation on this
topic. The former, (Valensia, 2014) analyzes the politeness strategy on
requesting of speech act in the novel Breaking Dawn. The results state
that there are four types of politeness strategy i.e. negative politeness,
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positive politeness, bald on record and on record, finds the friction of

politeness strategy in the target text caused by applying amplification
addition and reduction techniques. The later, (Mansur, 2014) analyzes the
mitigation on commanding of speech act in the two novel series by Harry
Potter. The two studies above have focused on a single topic of speech
acts, but none has yet exposed the aspect of giving of responses from
speech acts. For this reason, the researcher considers this issue as an
opportunity to conduct this research focusing on responding of requesting
speech act in the novel the Heroes of Olympus Series by Rick Riordan.
The Research Benefits

This study is expected to provide benefits to the translators in
understanding more about the translation process, assessing the
acceptability translation, and the translation techniques used in
translating the response of requesting speech act especially novel
translators that face many genres of the novel. Then, it gives references
for translators to pay more attention to the context of situation before
translating a text.
Translation Process
The translation process is a series of activities performed by a
translator as the one transfers the message from the source language to
the target language (Nababan, 2003). Another meaning is that the process
of translation is a series of steps that must be passed by the translator to
get to the end result (Machali, 2000). There are three steps of translation
process namely, analysis, transfer and restructuring (Nida & Taber,
1969). This process begins with analyzing the source language into the
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grammatical and semantic structure of the target language, transferring

the meaning and reconstructing the grammatical and semantic structure
into the appropriate target text in order to create an equivalent target text.
Translation Techniques
Translation techniques are defined as procedures to analyze and
classify how translation equivalence works. In this study, the researcher
uses 18 translation techniques written by (Molina & Albir, 2002) to
analyze the data. The researcher uses this theory because those
translation techniques are quite complete and clear to classify each data
studied. The following are the techniques: (a) Adaptation: this technique
is replacing a source text (ST) cultural element with one from the target
culture, for example, ST: her skin as white as snow, then in TT: kulitnya
seputih kapas. (b) Amplification: this technique introduces details those
are not formulated in the ST e.g. information, explicative paraphrasing.
Footnotes are a type of amplification. Amplification is in opposition to
reduction, for example, Ramadan is coming underway (ST). Bulan puasa
kaum muslim segera tiba (TT). (c) Borrowing: this technique takes a
word or expression straight from another language. It can be pure
(without any change), for example, ST: My mother asks me to take
mixer, then in TT: Ibuku memintaku untuk mengambil mixer. Naturalized
borrowing (to fit the spelling rules in the TL), for example, ST: My
mother asks me to take mixer, then in TT: Ibuku memintaku untuk
mengambil mikser. (d) Calque: this technique is literal translation of a
foreign word or phrase; it can be lexical or structural, for example, ST:
Directorate General, TT: Direktorat Jenderal. (e) Compensation: this
technique introduces a ST element of information or stylistic effect in
another place in the TT because it cannot be reflected in the same place
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as in the ST, for example, ST: you can let your imagination go wild with
a vision board, TT: melalui papan visi, anda bias membiarkan imajinasi
mengembara sejauh mungkin. (f) Description: this technique replaces a
term or expression with a description of its form or/and function, for
example, ST: she eats panettone, TT: dia makan kue traditional Italia
yang dimakan pada saat tahun baru. (g) Discursive creation: this
technique establishes a temporary equivalence that is totally
unpredictable out of context, for example, ST: she‘s got a great spike,
huh?, TT: dia cantik bukan?. (h) Established equivalent: this technique
uses a term or expression recognized (by dictionaries or language in use)
as an equivalent in the TL, for example, ST: let‘s see, TT: mari kita lihat.
(i) Generalization: this technique uses a more general or neutral term, for
example, ST: I‘m going to make a pie, TT: Aku akan membuat kue. (j)
Linguistic amplification: this technique adds linguistic elements. This is
often used in consecutive interpreting and dubbing, for example, ST: its
parents have run off. Give it to me, TT: Orangtuanya telah melarikan
diri. Berikan anak itu padaku. (k) Linguistic compression: this technique
synthesizes linguistic elements in the TT. This is often used in
simultaneous interpreting and in sub-titling, for example, ST: Yes, I can,
TT: Ya. (l) Literal translation: this technique translates a word or an
expression word for word, for example, ST: Killing two birds with one
stone, TT: Membunuh dua ekor burung dengan satu batu. (m)
Modulation: this technique changes the point of view, focus or cognitive
category in relation to the ST; it can be lexical or structural, for example,
ST: I cut my finger, TT: Jarikuteriris. (n) Particularization: this
technique uses a more precise or concrete term. It is in opposition to
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generalization, for example, ST: I see the air transportation, TT: Aku
melihat pesawat. (o) Reduction: this technique suppresses a ST
information item in the TT. It is in opposition to amplification, for
example, ST: That‘s kind of perfect, TT: Ini sempurna. (p) Substitution
(linguistic, paralinguistic): this technique changes linguistic elements for
paralinguistic elements (intonation, gestures). It is used above all in
interpreting, for example, ST: (gesture: thanking by putting hand on the
chest), TT: Terima kasih. (q) Transposition: this technique changes a
grammatical category, for example, ST: My brother works at the Bank,
TT: Pekerjaan adikku di Bank. (r) Variation: this technique changes
linguistic or paralinguistic elements (intonation, gestures) that affect
aspects of linguistic variation: changes of textual tone, style, social
dialect, geographical dialect, for example, ST: Let‘s join us, dude!, TT:
Bergabunglah bersama kita, mas!.
Translation Acceptability
Acceptability is the second aspect of assessing the translation
quality. In this case, the term acceptability refers to the context of
whether a translation has been disclosed in accordance with the rules,
norms, and cultures that exist in the target language or not, and that
aspect of acceptability must be both macro and micro. If a translation has
a high degree of accuracy, it does not necessarily have a high degree of
acceptability as well. It means the content or message is not appropriate
to the rules, norms, and cultures prevailing within the scope of the target
language audience. So that, it will be rejected by the target reader. In
short, the aspect of acceptability has important functions and roles in
making work of translation to be good quality.
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Table1. The Instrument of Acceptability Assessment of

Translation
Translation Score Qualitative parameters
category
Acceptable 3 Translation is natural; technical terms
used are commonly used and familiar to
the reader; phrases, clauses, and
sentences that are used are in accordance
with the rules of Indonesian.
Less acceptable 2 In general, translations are already
natural; but there is little problem with
the use of technical terms or a few
grammatical errors.
Unacceptable 1 Translation is unnatural or feels like a
work of translation; the technical terms
used are not commonly used and are not
familiar to the reader; the phrases,
clauses, and sentences used not in
accordance with the Indonesian rules.
(Nababan, Nuraeni &
Sumardiono, 2012)
RESEARCH METHOD
This is a qualitative descriptive research. The data sources are the
novels The Heroes of Olympus Series and the minute meeting of FGD
(Focus Group Discussion). There are two kinds of data in this research;
primary and secondary data.
Primary data in this research are the utterances that contain
responding of requesting speech act which is uttered by the characters in
the novel The Heroes of Olympus Series in the source text and the
translation technique can be found by comparing the findings of data
from the source text and target text in order to determine the translation
techniques. Then, the translation quality assessed by setting up FGD
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(focus-group discussion) with two raters to discuss all data that

researchers have obtained in determining the quality of the translation
(accuracy, acceptability, and readability). Then, the minute meeting of
FGD plays as secondary data.
The accumulating of the data is applying a content analysis. The
procedure of content analysis are (1) Reading. The researcher reads the
novels and its translation, marks the utterances that contain responding of
requesting speech act, understands the context of the utterances. (2)
Identifying. The researcher identifies the translation techniques used. (3)
Calculating. The researcher calculates the frequency of application of
translation techniques in translating. (4) Analyzing. The researcher
analyzes the impact of translation techniques used toward the translation
quality. (5) Reporting. The researcher retells the data which had been
analyzed in the form of conclusion (Santosa, 2014).
FINDINGS AND DISCUSSION

Based on the theory of micro-translation (Molina & Albir, 2002),
the researcher finds some translation techniques in translating The
Heroes of Olympus Series into Bahasa. The researcher decides to take the
theory of translation techniques by Molina &Albir because they allow us
to describe the actual steps taken by the translators in each textual micro-
unit and obtain clear data about the general methodological option.
Furthermore, the researcher also shows the effect of using translation
techniques toward the translation quality in the form of acceptability
assessment.
Since this research is a translation research with utterances data,
the context must be familiarized. The context of a speech is very
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influential on the interpretation of speech acts by speakers and hearers.

(Sudaryat, 2009) says that context is a feature of nature outside the
language that fosters meaning in speech or discourse (the non-linguistic
environment of discourse). Kleden in (Sudaryat, 2009) explains that
context is the specific space and time facing a person or group of people.
Context becomes important when it is experienced in a way that becomes
open to readers and interpreted by anyone.
Context is an object or thing that resides with text and becomes
the environment or situation of language usage. The context can be a
linguistic context and extra-linguistic context (Sudaryanto, 2009). The
linguistic context is the context of the elements of language. The
linguistic context includes of the preposition, the nature of the verb, the
auxiliary verbs, and the positive proposition. The context of extra-
linguistics is a context that is not a linguistic element. The extra-
linguistic context includes the context of utterances that include
prejudice, participants, topics or topic frameworks, settings, channels,
and codes (Sudaryanto, 2009).
Therefore, the use of any form and nature of the discourse must
pay attention to the context in order to use the language appropriately and
to determine the meaning appropriately as well. In other words, language
users are always context-bound in using language both linguistic contexts
and extra-linguistic contexts because it is very important in
understanding the meaning between speakers and hearers.
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The Findings of Translation Techniques

The researcher finds some translation techniques from the results
of the translation research of responding of requesting speech act. From
analyzing 89 data, the researcher finds 13 translation techniques and 564
times applied at the micro level.
Then, in calculating the frequency of application of translation
techniques, the researcher has to compare the findings data in the source
text and target text to find the translation techniques used. Furthermore,
the sum of frequencies is made up of the average that is based on the
application of translation techniques. So that, the technique that
dominates will be seen. Below is the table of findings of translation
techniques and frequency of application in translating the responding of
requesting speech act in the novel The Heroes of Olympus Series.
Table 2.The Findings of Micro Translation Techniques

No Translation Techniques ∑ Percentage
1. Establish equivalent 339 60.10%
2. Variation 97 17.19%
3. Borrowing
a. Pure borrowing 30 5.31%
b. Naturalized borrowing 2 0.35%
4. Modulation 26 4.60%
5. Amplification
a. Amplification (Explicit) 22 3.90%
b. Amplification(Addition) 9 1.59%
c. Amplification (Paraphrase) 2 0.35%
6. Adaptation 6 1.06%
7. Discursive creation 5 0.88%
8. Transposition 5 0.88%
9. Generalization 4 0.70%
10. Reduction 10 1.77%
11. Literal 4 0.70%
12. Substitution 2 0.35%
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13. Linguistic compression 1 0.17%

Total 564 100%
The Examples of Findings of Translation Techniques

1. Establish equivalent: there are 84 data found in this
technique and 339 times applied at the micro level, for
example:
ST: ―We have to help them,‖
―Can you…‖
“Let’s see.”
TT: ―Kita harus menolong mereka,‖
―Bisakah kau__‖
“Mari kita lihat”
On responding of requesting speech act above,

―let‘s see‖ is translated into ―mari kita lihat‖. This is
appropriate, because the translator translates by using
familiar language. So, the message contained in the source
text has been well conveyed into the target text.
2. Variation: there are 46 data found in this technique and 97
times applied at the micro level, for example:
ST: ―Ma‘am,‖
―You don‘t mind helping us one more time, do
you?‖
“I don’t mind,‖
TT: ―Bu,‖
―Ibu tak keberatan membantu kami sekali lagi,
kan?‖
“Aku tak keberatan,‖
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In translating "-n't" which has a negative meaning,

the translation can be ―tak‖, ―tidak‖, ―bukan‖ dan
―enggak‖. However, by considering the context in
conversation in which an older person responds to
someone younger than her, then the translator translates"-
n't" in an informal language.
3. Pure borrowing: there are 24 data found in this technique
and 30 times applied at the micro level, for example:
ST: ―Wish me luck‖
―Fight well, Percy Jackson,”
TT: ―Doakan semoga aku berhasil.‖
―Selamat bertarung, Percy Jackson,‖
The words "Percy Jackson" is the name of the
person. The name is in the source text and translated into
the target text with the same word or the name is
borrowed without any change at all.
Naturalized borrowing: there are 2 data found in this
example:
ST: ―Next time, can I take a polygraph?‖
―You’re not a typical recruit.”
TT: ―Lain kali, boleh aku minta tes pendeteksi
kebohongan saja?‖
―kau bukanlah recrut biasa.”
4. Modulation: there are 23 data found in this technique and

26 times applied at the micro level, for example:
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ST: ―would you keep it for me?‖

―I‘m Pluto‘s daughter. Everything I touch goes
wrong.”
TT: ―maukah kau menyimpankannya untukku?‖
―Aku ini putri Pluto. Aku merusak semua yang
kusentuh.”
The translation of responding of requesting speech

act on the target text is the application of modulation
techniques thoroughly by changing the point of view. The
word ―goes wrong‖ in the source text is an adjective, and
then it is translated into ―merusak‖ in the target text as a
verb.
5. Amplification (Explicit): there are 16 data found in this
example:
ST: ―Thank you, Gleeson. Take care of him, please.‖
―I got this McLean,”
TT: ―Terima kasih, Gleeson. Tolong jaga ayahku.‖
―Aku bisa mengatasi ini, McLean,”
The word "got" in the source text is the hidden

information. Therefore the word "got" is translated into
the target text to "bisa mengatasi" which aims to add the
information in order to the target reader can more easily
understand.
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Amplification (Addition): there are 16 data found in this

example:
ST: ―Okay, give me a safety whistle. They got that in
lots of machine shops.‖
―Coach Hedge would be jealous! Okay, Festus,
listen.‖
TT: ―Oke, beri aku peluit bahaya. Yang seperti itu
banyak dibengkel mesin.‖
―Pak pelatih Hedge bakalan iri!Oke Festus,
dengarkan.‖
The addition of word "Pak" to the target text is the

wasting-word because by simply translating "coach" to
"pelatih" the target reader can already understand its
meaning.
Amplification (Paraphrase): there are 2 data found in this

example:
ST: ―Could you move?‖
―You‘re ruining the view.‖
―Right, great view,”
―Happy to move,”
TT: ―Bisakah kau bergeser?‖
―kau merusak pemandangan.‖
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―Benar, pemandangan yang bagus,”

―aku akan bergeser dengan senang hati.”
6. Adaptation: there are 6 data found in this technique and 6
ST: ―That‘s great, Leo. Now, can you fix her foot?‖
“I’m a mechanic, man. Maybe if she was a
car…” He snapped his fingers.
TT: ―Hebat Leo. Nah, bisakah kau obati kakinya?‖
“Aku ini mekanik, bung. Mungkin kalau Piper
mobil…”Leo menjentikkan jari.
The word "man" in the source text is translated to
"bung" in the target text. It shows that the translator
translates by adjusting to what is in the culture of the
target language.
7. Discursive creation: there are 5 data found in this
example:
ST: ―Tell me, why are you worthy of a share in our
spoils?'
'What spoils?'
TT: ―Beritahu aku kenapa kau layak mendapatkan
sebagian dari pampasan kami?"
"Pampasan apa?"
The words "what spoils?" is translated to
―pampasan apa?‖ becomes slightly ambiguous, because
the target reader is not familiar with its translation, but
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they understand better if "spoils" is translated into

"rampasan".
8. Transposition: there are 4 data found in this technique and
5 times applied at the micro level, for example:
ST: ―Can you recalibrate the aim – like, towards the
other onagers‘ firing lines?‖
―Oh, I like the way you think. They sent me
because I excel at messing things up.’
TT: ―Bisakah kau mengalibrasi ulang bidikan senjata
ini—misalnya kejalur tembakan onager lain?‖
―Oh, aku suka cara berpikirmu. Mereka
mengutusku karena aku jago mengacau.”
The word "I excel at messing things up" in the

source text is a verb phrase. Then, it is translated into ―aku
jago mengacau‖ which can be categorized as a noun
phrase in the target text. In this case, the transposition
technique occurs because of the change of form from the
verb phrase to the noun phrase.
9. Generalization: there are 4 data found in this technique

and 4 times applied at the micro level, for example:
ST: ―Please tell me you have a plan,'.
“This was the players' entrance.
TT: ―Tolong katakana padaku kau punya rencana,‖
“Ini adalah jalan masuk peserta.”
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10. Reduction: there are 4 data found in this technique and 4

ST: ―Could we please not talk about him in the past
tense?‖
―I’m sorry dear. I didn’t want to leave your
father, of course. It’s always so hard, but it was
for the best.
TT: ―Tolong, bisakah kita tidak memakai kata‘dulu‘
untuk membicarakan ayah?‖
‗Maafkan aku, sayang. Aku tidak ingin
meninggalkan ayahmu, tentu saja.
Melakukannya selalu saja berat, tapi itulah
yang terbaik.
11. Literal: there are 4 data found in this technique and 4

ST: ―Then help me, or you‘re all dead!‘
“Group hug!”
TT: ―Kalau begitu, bantu aku atau kalian semua bakal
mati!‖
“Pelukan Kelompok!”
12. Substitution: there are 2 data found in this technique and 2

ST: ―Can you get ready?‖
“Yeah...”
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TT: ―Bisakah kau bersiap-siap?‖

“Iya...”
13. Linguistic compression: there are 1 data found in this
technique and 1 timeapplied at the micro level, for
example:
ST: ―Could you and Ella escort the coach back to
Camp Half-Blood safely?‖
―Yes!‖
―We can do that!”
TT: ―Bisakah kau dan Ella mengantar pak Pelatih ke
Perkemahan Blasteran dengan selamat?‖
―Ya!‖
―Kami bisa!‖
The Findings of Acceptability Translation
Table 3.The Findings of Acceptability Translation

Acceptability Translation Score ∑ Average
a. Acceptable 3 77 (3x77) + (2x12) +
(1x0)
b. Less acceptable 2 12 89
= 231+24
c. Unacceptable 1 0 89
= 255
89
= 2.86
Of the 89 data obtained from this study, 77 data (86.51%) were

acceptable translations and 12 data (13.48%) were less acceptable. So,
the average of acceptable translations is 2.86. The value indicates that the
translation of responding of requesting speech act in the novel The
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Heroes of Olympus Series tends to be acceptable. It can be said that with

the results of this study, the messages contained in the source text can be
well conveyed into the target text.
Table 4. The Examples of Responding of Requesting Speech Act in the

Form of Acceptability Assessment.
No Source Text Target Text Acceptability
1 Annabeth turned to Annabeth berpaling Acceptable
the guy with the bow. kepada cowok pembawa
―Will, would you busur. ―Will, maukah
take Leo, give him a kauantar Leo keliling-
tour? Introduce him keliling? Perkenalkan dia
to his bunk-mates in kepada teman-teman
Cabin Nine.‖ sekamarnya di pondok
“Sure, Annabeth.” Sembilan.
“Tentu saja,
Annabeth.”
2 ―He needs to go ―Dia harus menemui pak Acceptable
straight to Chiron,‖ Chiron sekarang juga,‖
Annabeth decided. Annabeth memutuskan.
―Drew, would you__‖
―Drew, maukah kau__‖
“Absolutely.” Drew
laced her arm through “Pasti.” Drew
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Jason‘s. mengaitkan lengannya

ke lengan Jason.
3 ―We have met,‖ he ―kita pernah bertemu.‖ Acceptable
decided. ―I don‘t Percy memutuskan. ―Aku
remember when. tidak ingat kapan.
Please, if you can tell Tolong,kalau kaubisa
me anything__‖ memberitahuku—―
―First things first,‖
Reyna said. ―I want ―Pertama-tama,” kata
to hear your story.” Reyna, ―aku ingin
mendengar ceritamu.‖
4 ―Next time, can I take ―Lain kali, boleh aku Less
a polygraph?‖ minta tes pendeteksi acceptable
Reyna stood. kebohongan saja?‖
―Even if I accept Reyna berdiri.
that you’re not an ―Sekalipun aku
enemy,” she said, menerima bahwa
―you’re not a typical kaubukan musuh,” kata
recruit. The Queen Reyna, ―kau bukanlah
of Olympus simply recrut biasa. Ratu
doesn’t appear at Olympus tidak pernah
camp, announcing a muncul begitu saja di
new demigod.” perkemahan,
mengumumkan
kedatangan demigod
baru.”
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5 ―Frank,‖ Percy said, ―Frank,‖ kata Percy, Less

―It‘s up to you. Can ―semua bergantung acceptable
you help them?‖ padamu. Bisakah
―Oh, gods,”he kautolong mereka?‖
murmured.―Okay,
sure.” ―Demi dewa-dewi,
”gumam pemudaitu, ―oke,
tentusaja”
6 ―Ma‘am‖ Piper said ―Bu,‖ kata Piper sambil Acceptable
with her best smile. menyunggingkan senyum
―You don‘t mind terbaiknya. ―Ibu
helping us one more takkeberatan membantu
time, do you‖ kami sekali lagi, kan?‖
“I don’t mind,‖ the “Aku takkeberatan,‖
pilot agreed sang pilot setuju.
From the table, it can be clearly seen that data 1, 2, 3 and 6 show
the acceptability of translation. In this study, among the researcher and 2
raters give 3 of the score. It happens because of its data, the translator
used 3 translation techniques; establish equivalent, pure borrowing, and
variation. By using 3 translation techniques above, the source text can be
well conveyed into target text exactly. Then, data 4 and 5 show the less
of acceptability of translation which the researcher and 2 raters give 2 of
the score on the translation results. In this study, the translator used 3
translation techniques, modulation, amplification addition and discursive
creation which make the target text less natural by the addition of slightly
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exaggerated language and the message of the source text translated in

opposition to the prevailing culture within the scope of the target reader.
CONCLUSION
Based on the findings of this study, the researcher finds 13
translation techniques applied in translating the responding of requesting
speech act i.e. Establish equivalent, Variation, Borrowing (Pure
borrowing and Naturalized borrowing), Modulation, Amplification
(Explicit, Addition, and Paraphrase), Adaptation, Discursive creation,
Transposition, Generalization, Reduction, Literal, Substitution, and
Linguistic compression. Establish equivalent technique is the most
dominant technique with the application of 339 times.
Afterward, the translation quality in the form of acceptability
assessment in this study tends to be good because the average is 2.86.
Based on an acceptability assessment made by two raters and researcher
in a focus group discussion (FGD), there are 77 acceptable data from 89,
with the majority of applying Establish equivalent technique. It can be
concluded that the use of Establish equivalent that dominates in
translating the novel series has a positive impact on the translation
quality especially in the form of acceptability assessment.
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Brislin, Richard. W (ed). (1976). Translation Applications and Research.
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Tutur Ekspresif dalam Novel Stealing Home Karya Sherryl
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Cultural Pedagogies
Tabitha Kidwell
University of Maryland, College Park
tabithakidwell@gmail.com
Submission
Received:
23/10/2017 Culture is an integral part of language study, but
Final Revision: the field has yet to put forward a coherent
04/12/2017 theoretical argument for how culture can or
Available online: should be incorporated in language education. In
06/12/2017 an effort to remedy this situation, this paper
reviews literature on the teaching of culture,
drawing on Larzén’s (2005) identification of three
pedagogies used to teach about culture within the
language classroom: through a pedagogy of
information, a pedagogy of preparation, and a
pedagogy of encounter. The pedagogy of
information takes a cognitive orientation, framing
culture as factual knowledge, with a focus on the
teacher as the transmitter of knowledge. The
pedagogy of preparation portrays culture as
skills, and aims to help students develop the
sociocultural, pragmatic, and strategic
competence necessary for interactions with native
speakers. The pedagogy of encounter takes an
intercultural approach, with an affective
orientation, and aims to help students develop
tolerance, empathy, and an awareness of their
own and others’ perspectives, and the emergent
nature of culture. Using these three pedagogies as
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a conceptual framework, this paper reviews

scholarship in support and critique of each type of
cultural teaching. Because each of these three
pedagogies continues to be used in various
contexts worldwide, a clear understanding of the
beliefs systems underpinning the belief systems of
teachers and learners is essential.
Keywords: Culture; Language Teaching;
Methodologies.
INDONESIAN ABSTRACT
Budaya merupakan bagian integral dari studi
bahasa, namun khalayak belum mengemukakan
argumen teoritis yang koheren untuk bagaimana
budaya dapat atau harus digabungkan dalam
pendidikan bahasa. Dalam upaya memperbaiki
situasi ini, makalah ini mengulas literatur tentang
ajaran budaya, dengan mengacu pada identifikasi
tiga pedagogi Larzén (2005) yang digunakan untuk
mengajarkan tentang budaya di dalam kelas
bahasa: melalui pedagogi informasi, pedagogi
persiapan, dan pedagogi perjumpaan Pedagogi
informasi mengambil orientasi kognitif,
membingkai budaya sebagai pengetahuan faktual,
dengan fokus pada guru sebagai pemancar
pengetahuan. Pedagogi persiapan menggambarkan
budaya sebagai keterampilan, dan bertujuan untuk
membantu siswa mengembangkan kompetensi
sosiokultural, pragmatis, dan strategis yang
diperlukan untuk interaksi dengan penutur asli.
Pedagogi pertemuan mengambil pendekatan antar
budaya, dengan orientasi afektif, dan bertujuan
untuk membantu siswa mengembangkan toleransi,
empati, dan kesadaran akan perspektif mereka
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sendiri dan orang lain, dan sifat budaya yang

muncul. Dengan menggunakan ketiga pedagogi ini
sebagai kerangka konseptual, makalah ini
mengulas pustaka untuk mendukung dan mengkritik
setiap jenis pengajaran budaya. Karena masing-
masing dari ketiga pedagogi ini terus digunakan
dalam berbagai konteks di seluruh dunia,
pemahaman yang jelas tentang sistem kepercayaan
yang mendasari sistem kepercayaan guru dan
pelajar sangat penting.
Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
INTRODUCTION
The emergence of English as a global language means that English
is increasingly the medium of interaction for cross-cultural exchanges. By
teaching English, teachers around the world are preparing students for
encounters with people from different cultures – both monolingual
speakers of English and multilingual speakers from various backgrounds.
Successful communication will require cultural proficiency in addition to
language proficiency. To support students‟ participation in the 21st century
knowledge economy, English teachers must therefore be prepared to attend
to the cultural aspects of learning a foreign language. Without professional
preparation to do so, teachers are likely to teach as they were taught,
prioritizing linguistic objectives and perpetuating outdated modes of
curriculum and pedagogy. One essential aspect of that professional
preparation is an understanding of the nature of culture, and the ability to
define the concept.
Culture is a central part of language study because culture and
language are inextricably linked – language is both an integral part of the
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construction of culture and the way culture is expressed (Agar, 1994,

Kramsch, 1993). Cultural competency is essential to language learning
because of culture‟s impact on everyday interactions and on norms of
speaking and behaving (Hymes, 1972). Language classrooms, therefore,
are almost always sites of cultural contact. Language teachers act as
“cultural workers” (Giroux, 2005, p. 71), or “go-betweens” (Kramsch,
2004, p. 37) because they are asked to socialize students into new cultural
and linguistic practices and help them develop “intercultural, cognitive,
social and affective connections” (Duff & Uchida, 1997, p. 476).
Language teachers must not only teach language – they must also help
students understand the nature of culture and culture‟s impact on language,
communication, and interaction.
CULTURAL PEDAGOGIES
Culture, therefore, is one of the most important concepts in the
field of language teaching. In the English teaching context, for instance,
Atkinson (1999) notes, “except for language, learning, and teaching,
there is no more important concept in the field of TESOL than culture”
(p. 625). Nevertheless, scholars vary in their definitions of culture and
the role culture should play in language teaching. These differing
understandings of culture have contributed to “a certain degree of
ambiguity among language teachers regarding „teaching culture‟” (Rantz
& Horan, 2005). In one of the few studies to explicitly examine language
teachers‟ beliefs about culture, Larzén‟s (2005) found that language
teachers‟ cultural understandings, objectives, and practices conformed to
one of three approaches, which she called the pedagogy of information,
the pedagogy of preparation, and the pedagogy of encounter. In this
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paper, I draw on Larzén‟s (2005) framework to discuss various language

teaching scholars‟ views of culture, and how their views have evolved
over time. See figure 1 for an overview of Larzén‟s (2005) cultural
pedagogies.
Figure 1: Continuum of Cultural Pedagogies (drawing from Larzén,

2005)
Pedagogy of Pedagogy of Pedagogy of

Information Preparation Encounter
Aims to
Facts Skills Perspectives
Impart…
Aims to Linguistic Communicative Intercultural
Develop…* Competence Competence Competence
Orientation Cognitive Action-based Affective
Provide Prepare for Cultivate
Goal background interactions with tolerance and
knowledge native speakers empathy
Focus Teacher Teacher and student Student
Sociocultural,
View of Pragmatic &
Knowledge Social Process
Culture* Strategic
Competence
Analogous
Communicative Semiotic
View of Code
Competence Process
Language*
*An asterisk denotes information I have added to Larzén‟s (2005)
findings.
Pedagogy of information
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The pedagogy of information takes a cognitive orientation and is

typically paired with a focus on linguistic competence. In this pedagogy,
culture is presented as factual knowledge. This type of teaching was
prevalent during the grammar translation era, when language was
primarily seen as a code. Throughout much of the history of language
teaching, culture has been seen as background knowledge to be provided
by the teacher and acquired by students. From the 1800s to mid 1900s,
the grammar translation approach was the primary language teaching
approach, and the development of students‟ cultural knowledge was
thought to occur through their exposure to literature in the target
language. Indeed, students‟ ability to understand texts in the target
language was considered the central goal of language instruction (Byrd,
Hlas, Watzke & Valencia, 2011). Culture instruction focused on a
group‟s conventionally praised cultural achievements, knowledge of
which contributes to a person‟s status as a “cultured” individual. As
language teaching evolved, the increased popularity of behaviorist
psychology, influenced by the work of B.F. Skinner (e.g., Skinner, 1953),
led to the implementation of the audio-lingual method in the 1950s and
60s. Within this model of language teaching, cultural knowledge was
seen as necessary to avoid social blunders; because of the audio-lingual
method‟s behaviorist underpinnings, culture was presented as factual
knowledge that students could master through patterned drill activities, as
with linguistic knowledge (Byrd et al, 2011). Though culture came to be
seen as a skill or competency with the advent of communicative language
teaching approach in the 1980s, in many contexts, culture continued (and
continues) to be primarily seen cognitively – as knowledge to be
acquired. This view of culture continues to be the traditional approach
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taken by language teachers, and it is an approach that has been supported

by published teaching materials, curricula, and standards documents.
Critiques of the pedagogy of information
The knowledge-based view of culture has been criticized in recent
years for several reasons. First, the focus on the transmission of
knowledge places teachers in the central, active role, with students
positioned as passive recipients of knowledge. This style of education
has been criticized by Freire (1970) and Illich (1971) as a dehumanizing
pedagogy that that perpetuates systems of power and oppression. Freire
(1970) describes this pedagogical system as the “banking concept” of
education, where students are seen as empty bank accounts, devoid of
prior knowledge, in which teachers can make deposits through
knowledge transmission. A knowledge-based view of cultural learning is
consistent with a behaviorist view of teaching that has been challenged
by constructivist models (e.g., Smith, 1971), which view learning as the
integration of new knowledge with existing knowledge through learners‟
active involvement in the learning process, and by social constructivist
models (e.g., Vygotsky, 1978), which emphasize the active co-
construction of knowledge through social interaction.
Additionally, though teachers operating under a knowledge-based
view of culture may intend to focus on the products, practices and
perspectives (sometimes called the “three Ps”) of the target culture, there
is a tendency to reduce instructional content to “the four Fs”: Food,
Fashion, Festivals and Folklore (Banks, 2002). This trivialized definition
of culture does not take into account the complex nature of culture and
tends to focus on exoticism, stereotypes, and an exaggerated view of
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difference. By focusing on the differences across and among cultures,

language teachers tend to avoid examination of difference within cultures
and miss the opportunity to engage in critical dialogue about issues of
racism and power. Often, the culture of study is “otherized” in
comparison with the home culture, and at times even stands in as a proxy
for race (Holliday, 2009; Lee, 2014). In this approach, students are often
implicitly encouraged to develop binary views of culture or even a deficit
view of other cultures because they are not encouraged to examine and
become aware of their own cultural assumptions and stereotypes (Banks,
1994).
Lastly, by focusing on the specific culture of a target country, this
view adopts a nation-state view of culture and portrays culture as
homogenous, static, and (often) monolingual. Because the essentializing
nation-state view of culture also applies to understandings of culture as
skills or competencies, I will discuss this critique more in detail
following the next section.
Pedagogy of preparation
The pedagogy of preparation takes an action-based orientation
and is typically paired with a focus on communicative competence.
Culture was cast as an aspect of communicative competence during the
advent of the communicative language teaching method. As the field of
educational psychology moved away from transmission-based and
behavioral models of learning, the field of language pedagogy came to
favor communicative language teaching over grammar-translation and
audiolingual methods. Influenced by these shifts, culture came to be seen
not only as knowledge to be transmitted or acquired, but also as an
essential aspect of language competence. Within this view, whether
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speakers possess cultural knowledge is less important than their ability to

act upon (or enact) that cultural knowledge to support successful
communication. Neither cultural nor linguistic knowledge are as
important as a language user‟s ability to use that knowledge to engage in
communication.
In this view, culture – like language – is a skill to be drawn on to
support effective communication. According to Hymes (1972), language
learning does not simply require morphological and syntactical
knowledge – it also requires the ability to use the language appropriately
in the cultural context. Language users need sociocultural knowledge –
knowing when to speak, when not to speak, whom to speak with, and
how to speak – in addition to linguistic competence. The importance of
culture as a key feature of language proficiency became increasingly
clear through the work of Canale and Swain (1980), who built on Hymes‟
model by identifying three components of communicative competence:
grammatical (the syntactic, lexical, morphological, and phonological
features of the language); sociolinguistic (the social rules of language
use); and strategic (communication strategies to handle breakdowns in
communication). Canale (1983) added a fourth component: discourse,
the extended use of language in context. Because social rules,
appropriate communication strategies, and organizational patterns are
impacted by culturally bound norms, values, beliefs, and behavior
patterns, culture is an essential element of the sociolinguistic, strategic,
and discourse competencies. By extension, the teaching of culture is an
essential element of language instruction that takes communicative
competence as its goal.
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Critiques of pedagogy of preparation

A critique of the pedagogy of preparation (as well as of the
pedagogy of information, discussed above) is that the culture that is
focused on is often that of a particular nation-state – for instance, British
culture, French culture, or Argentinean culture. The major critique of
this view is that by focusing on the specific culture of a target country,
this view adopts a nation-state view of culture and portrays culture as
homogenous, static, and (often) monolingual. Though national and
ethnic identities are important, scholars such as Kumaravadivelu (2008)
and Risager (2007) argue that language educators‟ adherence to nation-
based understandings of culture is overly simplistic. Nation-based
approaches have been critiqued as essentializing differences between
nations while denying differences within nations (Harklau, 1999; Kubota,
1999). Scholars argue that language teachers should adopt a more
nuanced understanding that is not dictated by geographic borders to
better serve students‟ needs in the era of globalization. Risager (2007),
for instance, calls for “a transnational paradigm,” which would reduce
the field‟s dependence on membership in a certain nation-state as the
defining feature of an individual‟s culture.
An additional important critique of the nation-state model is its
adherence to a native-speaker norm. Alptekin (2002) questions the
validity of a pedagogic model based on a native speaker-based notion of
communicative competence because the model is based on a utopian,
unrealistic understanding of “the native speaker,” and on a monolithic
perception of “the native speaker‟s” language and culture. Many
scholars join in these critiques of “native speakerism” and adherence to
an idealized native speaker model (i.e., Cook, 1999; Jenkins, 2006;
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Pennycook, 1999). These critiques have led scholars to advocate for the
inclusion of culture in language teaching in order to help students
develop communicative skills across and within a variety of cultures, not
merely in accordance with native speaker norms. This approach can be
considered “pedagogy of encounter,” and is discussed in the following
section.
Pedagogy of encounter
The pedagogy of encounter takes an affective orientation and is
typically paired with a focus on intercultural competence. Now that
scholars increasingly view language as a semiotic process, the teaching
of culture is intended to help students develop intercultural
communicative skills. In this model, the pedagogical model is not native
speakers, but multi-linguals with intercultural knowledge and skills that
allow them to communicate effectively with others across cultural and
linguistic differences (Alptekin, 2002; Hyde, 1998, Kramsch, 1995).
Students need to develop skills as “multilingual communicators,” which
extend beyond mastery of a single cultural code (Baker, 2011 p. 63). In
developing the competencies necessary for students to navigate the
“borders” between cultures, it is important that teachers validate
students‟ cultures while also developing their willingness to engage with
others.
Developing students‟ intercultural communicative competence
requires language teachers to focus not only on the local culture or the
target culture, but also on the culture embodied in learners‟ emergent,
variant cultural understandings. Kramsch (1996) refers to the site of
cultural learning as a “third place” and suggests that “language teachers
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focus less on seemingly fixed, stable cultural entities and identities on

both sides of national borders, and more on the shifting and emerging
third place of the language learners themselves (Kramsch, 1996, p. 9). In
this third place, learners are positioned at the “intersection of multiple
social roles and individual choices,” and are able to develop a richer
understanding of the multi-faceted nature of culture (Kramsch, 1993, p.
234). A focus on these sites can be powerful because it raises issues of
power, conflict, and social justice. Language classrooms can be places
where learners engage with these important issues, but teachers must be
willing and prepared to act as “go-betweens” who actively support
students‟ engagement with these complex issues (Kramsch, 2004, p. 37)
Critiques of pedagogy of encounter
Though the pedagogy of encounter, with its focus on
development of intercultural communicative competence, is viewed by
many scholars as the preferred approach to the teaching of culture in
language classrooms, this approach is not universally accepted. In recent
years, scholars in various periphery countries such as Tanzania (Biswalo,
2015), Bahrain (Mawoda, 2011), and Indonesia (Gandana, 2014; Siregar,
2015) have similarly questioned the appropriacy of intercultural teaching
methods within their contexts. Additionally, scholars in several Muslim
majority countries have found challenges related to a cultural divide
between the local culture and the “west.” In Indonesia, Gandana (2014)
found that EFL teachers saw “the west” as both the object of desire and
resentment, and that teachers‟ ability to teach inter-culturally was
hampered by the rigid hierarchy inherent in their own culture. In other
words, individual teachers did not feel that they could question a
curriculum that adhered to a knowledge-based view of culture that
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portrayed “western culture” somewhat monolithically. Similarly, Siregar

(2015) found that university EFL teachers in Indonesia encounter deeply
ingrained essentialist beliefs about both Indonesian culture and foreign
cultures among their students, which implies an “us-them” view of
culture and cultural difference that has little room for variance or nuance.
In Brunei, Elgar (2011) found that, while English skills are highly sought
after, the global dominance of English is also a source of resentment, and
there were worries that increasingly widespread English skills would
threaten the nation‟s cultural values. In Iran, Zabetipour and Baghi
(2015) reported a fear that EFL learners would be “at risk of an emerging
new identity that tries to replace Iranian sociocultural and religious
identity with a new Western one” (p. 330), thus illustrating concerns that
English teaching would go hand-in-hand with cultural imperialism.
Given these concerns, there is a need for research in Muslim and non-
Western contexts that examines the potential implementation of language
teaching with the aim of intercultural communicative competence.
CONCLUSION
The body of literature on the teaching of culture reviewed above
reveals three ways to teach about culture within the language classroom:
through a pedagogy of information, a pedagogy of preparation, and a
pedagogy of encounter. The pedagogy of information takes a cognitive
orientation, framing culture as factual knowledge, with a focus on the
teacher as the transmitter of knowledge. The pedagogy of preparation
portrays culture as skills, and aims to help students develop the
sociocultural, pragmatic, and strategic competence necessary for
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interactions with native speakers. The pedagogy of encounter takes an

intercultural approach, with an affective orientation, and aims to help
students develop tolerance, empathy, and an awareness of their own and
others‟ perspectives, and the emergent nature of culture.
Though scholarly discussion of these three pedagogies emerged
chronologically, it should not be assumed that the pedagogy of encounter
is the predominant model in use currently. Rather, all three pedagogies
can likely be found in various contexts, and even within the practice of a
single teacher over the course of a single lesson. Because the pedagogy
of information was long the prevalent method, many language teachers
were exposed to it through their own language learning experiences, and
continue to adhere to that approach. Additionally, because the pedagogy
of preparation was the predominant approach advocated by teacher
educators and language education scholars since the 1980s, many current
practicing teachers were exposed to the idea of communicative
competence during their teacher preparation programs; indeed, in many
contexts, they continue to be exposed to these concepts.
Because each of these three pedagogies continues to be used in
various contexts worldwide, it is important to have an understanding of
each when observing language teachers or speaking to them about their
practice. Identifying which pedagogies teachers are drawing from in a
given lesson allows for a clearer understand of the rationales underlying
the decisions they make about teaching culture. As English comes to be
used as an International language, it will become increasingly important
to design education research studies with a clear understanding of the
beliefs systems underpinning the belief systems of teachers and learners
– particularly when undertaking research in under-researched contexts in
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non-Western countries.
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Vol. 10, No.

2, December 2017 P-ISSN :1979-8903 E-ISSN: 2503-040X

The first issuance

Contact Person for Subscription

Hoax News: Promoting the Students’ Critical Thinking in Critical

Student’s learning: Instrumentally, Integratively or Personally

Rhetorical Perspectives of Undergraduate Students’ Thesis

Developing Massive Open Online Course (MOOC): Need Analysis of

Game Localisation: Loss and Gain in Visual Novel Subtitles

A Translation Study on Responding of Requesting Speech Act in the

Understanding Culture: A Literature Review Comparing Three

The first issuance

Contact Person for Subscription

Hoax News: Promoting the Students’ Critical Thinking in Critical

Student’s learning: Instrumentally, Integratively or Personally

Rhetorical Perspectives of Undergraduate Students’ Thesis

Developing Massive Open Online Course (MOOC): Need Analysis of

Game Localisation: Loss and Gain in Visual Novel Subtitles

A Translation Study on Responding of Requesting Speech Act in the

Understanding Culture: A Literature Review Comparing Three

HOAX NEWS: PROMOTING THE STUDENTS’ CRITICAL

Diyah Nur Hidayati2

Submission ENGLISH ABSTRACT

31 students joining the critical reading class. The

Keywords: Critical thinking, hoax news, teaching

Berpikir kritis merupakan hal yang penting dalam

Penelitian ini bertujuan untuk mengungkapkan

Kata kunci: berfikir kritis, berita Hoax, materi

promoting students to construct the knowledge as well as be active

Holistic Critical Thinking Scoring Rubric (HTCSR) proposed by Facione

The result of the research done by Zivkovic (2016) related to

Overall, it could be concluded that critical thinking is very

Critical Reading in a Critical Reading Course

4. accurately identify basic concepts at the heart of what is

Furthermore, Akine, et.al (2015) explains the different concept of

It is undeniable that a hoax always refers to a negative perception

Hoax news spreads mostly through media socials, especially

Hoax News as Teaching Materials in Critical Reading Class

improve this ability. The course is aim at comprehending ideas in and

(Kemmis and Mc. Taggart, 1992)

4 Accurately interprets evidence, statements, graphics,

the first meeting). Moreover, the discussion was dominated by several

and evaluating point of view, drawing the non-fallacious conclusion,

The Improvement of the Students’ Critical Thinking

Figure 1. The Improvement of the Students‟ Critical Thinking Score

Considering the pre-test result presented in Figure 1, it shows that

48.39%. However, the number of the students possesses the strong

judicious, non-fallacious conclusions were drawn, completed by the

Haromi, F. A. (2014). Teaching through Appraisal: Developing Critical

Student’s learning: Instrumentally, Integratively or Personally

as the first rank, which includes to get a better

Keywords: motivation, L2/foreign language

Fokus kajian ini adalah motivasi peserta didik

lainnya, yaitu motivasi personal (PS), motivasi

Kata kunci: motivasi, pembelajaran bahasa

Intensive English course (IEC), which has 60 branches in Indonesia and

sharpen their motivating skills. Under these circumstances, the study

read English and enjoyment of entertainment in English. In his research,

personal motivation as well as their inspirational teachers. The media of

revealed that most of the studies about students‟ motivation concluded

give great contribution to the student‟s motivation. One study conducted

Motivation. 241 male students were randomly assigned to one of the

Instrumental (IS), combination of PS & IT, PS & IS and IT & IS. It

Table 1. The frequency of students’ motivation