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The rhetorical function of physical science

Research Report from JIPTUNMERPP / 2012-09-27 11:30:54
Oleh : Muhammad BSA., Merdeka University Malang (muh.bsa@gmail.com)
Dibuat : 2012-02-01, dengan 0 file

Keyword : Retoric, prhetorical function, physical science

In Indonesia the demand of English language teaching has increasing both in private sectors and in formal institutions such as those in state and private universities. Advances in commerce and industry that require people to have adequate command of the language both spoken and written have generated the demands.


Ther need to address the ESP issues is necessitated by the fact that the result of English language teaching at the secondary level has not been very encouraging despite six years study of English at the tertiary levels complaints of university teachers and employers show that skills in English such is writing report, reading scientific books, and taking part in academic discussion are not sufficiently mastered (Astika, 1999:33. One of an issues related to the ESP is the rhetorical approach to reading science.


This study has the aim of describing the rhetorical functions of physical science which include the rhetorical functions of (1) Description, (2) Definition, (3) Classifications, (4) Comparison and Contrast, and (5) Cause and effect. This study uses descriptive quantitative research design. The source of data of the research is the Shipman and Wilson's An introduction to phisical science.


From the analysis, it is found that there are 173 rhetorical functions in Shipman and Wilson's An introduction to physical science. This number includes the rhetorical function of description (30.06), the rhetorical function of definiton (23.12%), the rhetorical function of classification (20.81), the rhetorical funstion of comparisonand contrast (11.56), the rhetorical function of cause and effect (14.45%). This finding shows the number of rhetorical functions in physical science is significant. Also, it suggests that being aware of the rhetorical function in science reading will be meaningful as well as helpful for the sake of comprehension.

On the basis of the findings, suggestions can certainly be offered to: (1) teachers teaching English for science, esp. physical science, they should build "rhetoricalawareness" that is making their students become well-aware that recognizing the features of description, definition, classification, comparison and contrast, and cause and effect will make their science reading more directed to the purposes, (2) ESP/ EST syllabus designers can include these rhetorical functions in their instructional objectives to get better result in their ESP/ EST course. (3) For the coming researchers to develop the findings by including other rhetorical functions.

Deskripsi Alternatif :

In Indonesia the demand of English language teaching has increasing both in private sectors and in formal institutions such as those in state and private universities. Advances in commerce and industry that require people to have adequate command of the language both spoken and written have generated the demands.


Ther need to address the ESP issues is necessitated by the fact that the result of English language teaching at the secondary level has not been very encouraging despite six years study of English at the tertiary levels complaints of university teachers and employers show that skills in English such is writing report, reading scientific books, and taking part in academic discussion are not sufficiently mastered (Astika, 1999:33. One of an issues related to the ESP is the rhetorical approach to reading science.


This study has the aim of describing the rhetorical functions of physical science which include the rhetorical functions of (1) Description, (2) Definition, (3) Classifications, (4) Comparison and Contrast, and (5) Cause and effect. This study uses descriptive quantitative research design. The source of data of the research is the Shipman and Wilson's An introduction to phisical science.


From the analysis, it is found that there are 173 rhetorical functions in Shipman and Wilson's An introduction to physical science. This number includes the rhetorical function of description (30.06), the rhetorical function of definiton (23.12%), the rhetorical function of classification (20.81), the rhetorical funstion of comparisonand contrast (11.56), the rhetorical function of cause and effect (14.45%). This finding shows the number of rhetorical functions in physical science is significant. Also, it suggests that being aware of the rhetorical function in science reading will be meaningful as well as helpful for the sake of comprehension.

On the basis of the findings, suggestions can certainly be offered to: (1) teachers teaching English for science, esp. physical science, they should build "rhetoricalawareness" that is making their students become well-aware that recognizing the features of description, definition, classification, comparison and contrast, and cause and effect will make their science reading more directed to the purposes, (2) ESP/ EST syllabus designers can include these rhetorical functions in their instructional objectives to get better result in their ESP/ EST course. (3) For the coming researchers to develop the findings by including other rhetorical functions.

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PropertiNilai Properti
ID PublisherJIPTUNMERPP
OrganisasiMerdeka University Malang
Nama KontakDra. Wiwik Supriyanti, SS
AlamatJl. Terusan Halimun 11 B
KotaMalang
DaerahJawa Timur
NegaraIndonesia
Telepon0341-563504
Fax0341-563504
E-mail Administratorperpus@unmer.ac.id
E-mail CKOwsupriyanti@yahoo.com

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  • Editor: Wiwik Supriyanti, Dra. SS.