Nama : Hilmi Hanafi

No. Reg : 1502619077

Tugas : UTS BAHASA INGGRIS

Mata Kuliah : BAHASA INGGRIS

Subject : English for Academic

Writing
Test : Mid Term Test
Date : 28th of April 2020
Type of test : Take home and individual
Lecture : Dr. Siti Drivoka S, M.Pd

I. Read the following abstract and identify the parts of the abstract

Education in Green ICT and Control of Smart Systems : A First Hand Experience from the
International PERCCOM Masters Programme

Author links open overlay panelKorAh-

Lian RondeauEric⁎⁎AnderssonKarl⁎⁎⁎PorrasJari⁎⁎⁎⁎JeanPhilippeGeorges⁎⁎
⁎

https://doi.org/10.1016/j.ifacol.2019.08.114Get rights and content

Abstract
PERCCOM (Pervasive Computing and Communications in sustainable development) Masters is the first
innovative international programme in Green ICT for educating and equipping new IT engineers with
Green IT skills for sustainable digital applications design and implementation. After five years of running
the PERCCOM programme, this paper provides an assessment of skills and employability in the context
of Green jobs and skills. The paper ends with a list of recommendations for the development of
environment related education curricula.

Keywords: Green ICT, environment Control Systems, Green jobs, Green Skills, Green Economy,
Sustainable Development.

Taken from: https://www.sciencedirect.com/science/article/pii/S2405896319304495

No Parts Expected Information
.
1. What is the problem? What is the The problem is about skills and employability
topic of this paper? Education in Green ICT and Control of Smart
System, and the topic is “ PERCCOM
(Pervasive Computing and Communications in
sustainable development) Masters is the first
innovative international programme in Green
ICT for educating and equipping new IT
engineers with Green IT skills for sustainable
digital applications design and
implementation”.

2. How is the problem solved The methodology by the Internasional

(methodology)? PERCCOM (Pervasive Computing and
Communications in sustainable development)
Masters Programme

3. What are the specific results? Produce the new IT engineers with Green IT
How well is the problem solved? skills for sustainable digital applications design
and implementation.

4. So what? How useful is this to Is useful to science. Because the problem is

science or to the reader? specific, there are reports of research result, and
can be used as a reference source for future
research.

II. Read the following text (background of the study), identify and analyze the text based on
CARS Model by giving the signal or coloring or by table analysis.
Background of the Study
Language and culture cannot be separated. Language is an important role as a means of communication
for people. According to Kramsch (1998 as cited in Ihsan, 2004), language is the expressions, the embodiments,
and the symbols of cultural reality. In its relation to language, culture and language are inseparables and bound
to each other. According to Tylor (1871 as cited in Naibei, 2014), culture has a complex definition it includes
knowledge, beliefs, arts morals, law, customs, and any other capabilities, and habits acquired by a human as a
member of society. In general, from the sociological perspective, culture is the total of the inherited and innate
ideas, attitudes, beliefs, values, and knowledge, comprising or forming the shared foundations of social action.
Another definition from Rocher (1972, 2004), “culture is a connection of ideas and feeling accepted by the
majority of people in a society”, which means culture is learned and shared within social groups and is
conveyed by non-genetic ways.
 According to National Standards for Foreign Language Education (1996, as cited in Yuen 2014) added
that culture is the study of the language and of the people who speak the language. The two are impossible to
separate. It is further stated that authentic audio, video clips, internet resources, music, etc. offer insight into the
lives of those who speak the language and provide a way for students to learn about the culture by studying the
perspectives, practices, and products of the target area cultures and comparing them with their own.
Regarding to the National Standards for Foreign Language Education (1996) framework, a study by Yuen
(2014) has been conducted which aimed to investigate whether the representation of foreign cultures in two
English language textbooks used by Hong Kong secondary schools reflected the status of English as an
international language. It was found that the representation favored the cultures of English-speaking countries,
while the cultures of Africa were underrepresented. The selection of English language textbook and the
implications for redressing the imbalance in cultural content are discussed.
Culture are greatly important the reading materials in English language teaching and learning. These
reading materials are represented by texts, tasks, exercises, instructions, and illustrations. In Reading materials
"When English Rings a Bell" Textbook Grade VII, the students can learn many kinds of text that can broaden
their knowledge and it can also help students to develop their reading skill
One of the reasons why culture is important to investigate on the English learning materials, because
there is a serious absence of studies that examine the quality and the types of materials used in teaching culture.
Therefore, the major purpose of this study is to find out the English reading material which provides content for
students’ cultural understanding.
Culture is one of the goals in 2013 curriculum in Indonesia. According to Philosophical foundation in
introduction of 2013 curriculum stated that curriculum development must be rooted from the culture of the
nation. Ministry of National Education (2010) added that education intentionally attempts to optimize student
potency in English learning. That attempt cannot be separated with the environment where students live,
especially its culture.
From the description above, the researcher argues that cultural aspects in the English learning material
become the additional knowledge as the fourth (speaking, reading, listening and writing) English skill in English
learning. The students are not only to master speaking, reading, listening, and writing competencies as well but
also, they have to raise the cultural awareness in the term of tolerance, sensitivity, and flexibility among cultures
because there is no better or even worst culture in this world.
Previous studies related to cultural aspect in the learning materials have been found in recent years.
The first study has been conducted by Arnis Silvia (2014) entitled “Cultural Content in English Textbooks
Used at Madrasah Tsanawiyah Negeri in DKI Jakarta”. The investigation revealed that the in-use English
textbooks portray cultures mainly in the form of visual illustration, thus cultures are represented mostly by their
products and persons. Subsequently, source culture, target culture, and international target culture are found in a
balance proportion where source culture is more dominant than target culture and international target culture.
The study also points out that the textbooks represent more “surface culture” compared to “deep culture”.
Aesthetic sense and pragmatic sense are presented more frequently than sociological sense and semantic sense.
Cultures are mainly represented by people names, food, landmarks, dances (products) and language forms
(expressions of showing sympathy, asking for opinion, etc). On the contrary, values, opinions, and perspective
among culture are not represented.
The second study has been conducted by Kurnia Citra Dewi (2016) entitled “A Cultural Content
Analysis of a Senior High School English Textbook for Grade X”. The investigation revealed that: (1) Cultural
content were mostly presented through picture and reading texts (61%), (2) the dominant aspect of culture is
products (44%), and (3) the presented culture were mostly about source culture (45%). Based on the findings, it
is a need for textbook developers and teachers to provide a more balanced proportion of cultural contents in
terms of the dimensions (products, practices, persons, perspectives) and categories of cultures (source, target,
and international culture) to help learners develop their intercultural understanding.
The third study has been conducted by Ihsan Nur Iman Faris (2014) entitled “Cultural Content Analysis
of An English Textbook for Senior High School Grade Three in Cianjur, West Java”. The result showed that the
research finds the target culture is predominant in the textbook. The investigation found that 77.05% cultural
contents refer to the target culture, 13.11% cultural contents refer to the source culture, and 09.84% cultural
contents refer to the international culture. Regarding how cultures are represented in the textbook, generally
culture is represented by the aesthetic sense (37.70%), the sociological sense (31.15%), the pragmatic sense
(19.67%) and the semantic sense (11.48%). Based on the findings it is recommended that more source culture
and international culture be included in the textbook.
Based on the background of the study, the researcher would like to conduct a content analysis focuses on
investigating what kind of reading materials and cultural aspects are covered in reading materials “When English
Rings a Bell” Textbook Grade VII. This study uses qualitative approach. The three aspects of culture framework
propounded by Standard for Foreign Language Learning (in 1996; as cited in Yuen,
2014) is used to analyze the English reading materials in “When English Rings a Bell” textbook grade VII.

Good Luck

MOVE STEPS SENTENCE

Establishing A Territory
Claiming Centrality
Making Topic Generalisation
Reviewing Item of
Language and culture cannot
be separated. Language is an
important role as a means of
communication for people.
In its relation to language,
culture and language are
inseparables and bound to each
other.
 According to Kramsch (1998 as
cited in Ihsan, 2004), language
is the expressions, the
embodiments, and the symbols
of cultural reality
The first study has been
conducted by Arnis Silvia
(2014) entitled “Cultural Content
in English Textbooks
Used at Madrasah Tsanawiyah
Negeri in DKI Jakarta”. The
investigation revealed …..
The second study has been
Previous Research
conducted by Kurnia Citra
Dewi (2016) entitled “A Cultural
Content
Analysis of a Senior High
School English Textbook for
Grade X”.
The third study has been
conducted by Ihsan Nur Iman
Faris (2014) entitled “Cultural
Content Analysis of An English
Textbook for Senior High
School Grade Three in Cianjur,
West Java”.
Establishing A Nice the researcher would like to
conduct a content analysis
focuses on investigating what
Counter – Claiming
kind of reading materials and
cultural aspects are covered in
reading materials
Indicating a Gap The students are not
only to master speaking,
reading, listening, and
writing competencies as well
but also, they have to raise
the cultural awareness in
the term of tolerance,
 sensitivity, and flexibility
among cultures because
there is no better or even
worst culture in this world.

Related to the national standard

framework for Foreign Language
Education (1996), a study by
Yuen (2014) was conducted
which aims to investigate
Raising a Question whether a representation of
foreign cultures in two English
textbooks used by Hong Kong
secondary schools reflects the
status of English as an
international language.
Continuing a Tradition -
Occupying the Niche the researcher would
like to conduct a content
analysis focuses on
investigating what kind of
reading materials and cultural
aspects are covered in
reading materials “When
English Rings a Bell”
Textbook Grade VII. This
study uses qualitative
approach. The three aspects
of culture framework
Outlining Purpose
propounded by Standard for
Foreign Language Learning
(in 1996; as cited in Yuen,
2014) is used to analyze the
English reading materials
in “When English Rings a
Bell” textbook grade VII.

Announcing Present Research ”. The investigation revealed

that: (1) Cultural content were
mostly presented through picture
and reading texts (61%), (2) the
dominant aspect of culture is
products (44%), and (3) the
presented culture were mostly
about source culture (45%).
Based on the findings, it is a
need for textbook developers and
teachers to provide a more
balanced proportion of cultural
contents in terms of the
dimensions
 From the description above, the
researcher argues that cultural
aspects in the English learning
material become the additional
Announcing Main Findings
knowledge as the fourth
(speaking, reading, listening and
writing) English skill in English
learning
Evaluating of Findings -

SELAM
AT
ULAN
G
TAHU
Semesta semestinya, Sehat selalu, panjang umur nya, semoga di mudahkan segala urusannya,
selalu di lindungi oleh Allah SWT, sukses selalu kedepannya, Panjang umur untuk hal-hal
baiknya…… 😊 😊 😊

N IBU
SITI
DRIVO
KA