PERTEMUAN KE-11

A. INFORMASI UMUM
Mata Kuliah : Bahasa Indonesia
Kode/Bobot : /2 sks
Pokok Bahasan : Struktur Karangan Ilmiah
Pertemuan ke- : 11
Dosen : Dr. Amril Amir, M.Pd. (Tim Dosen MK B. Indonesia)

B. KOMPETENSI DASAR
Mahasiswa mampu mengenal dan memahami, struktur karangan ilmiah secara te
pat.

C. MATERI
1. Struktur Karangan Ilmiah
Sebuah karangan ilmiah harus ditulis dengan mengikuti aturan baku yang biasa
digunakan. Di samping itu, kualitas suatu karangan ilmiah juga ditentukan pula oleh
kemampuan individu penyusun dalam menuangkan idenya secara lancar dan runtut.
Weissberg dan Buker (1990) mengemukakan lima komponen utama di dalam
penulisan karangan ilmiah dalam bentuk laporan penelitian. Kelima komponen itu
adalah abstrak, pendahuluan, metode, hasil, dan diskusi. Ahli lain, Day (1993)
mengemukakan empat komponen dasar untuk setiap karangan ilmiah, yaitu
pendahuluan, metode, hasil, dan diskusi. Kedua ahli ini tampaknya betul-betul hanya
mengemukakan komponen dasar untuk sebuah karangan ilmiah.
Komponen karangan ilmiah secara lebih representatif yang tidak saja
mengemukakan komponen utama, tetapi juga komponen tambahan yang melengkapi
struktur sebuah karangan ilmiah, dikemukakan antara lain oleh Wardani, dkk., (2007).
Komponen yang dimaksud terdiri atas tiga bagian pokok, yaitu bagian pembuka,
bagian inti, dan bagian penutup. Berikut ini ketiga komponen tersebut akan dijelaskan
satu persatu.

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a) Bagian Pembuka
Secara umum bagian pembuka sebuah karangan ilmiah, terutama dalam bentuk
laporan penelitian (termasuk skripsi) sebagai sebuah laporan yang utuh terdiri atas:
judul, halaman pengesahan, halaman penerimaan, kata pengantar, abstrak, daftar isi,
daftar tabel, daftar grafik, bagan, skema, dan daftar singkatan dan lambang. Untuk
Laporan yang diterbitkan di dalam sebuah jurnal , tidak semua komponen itu
diperlukan. Barangkali hanya judul saja yang diperlukan.

b) Bagian Inti
Bagian inti ini merupakan bagian yang secara spesifik dan eksplisit berisikan
informasi ilmiah yang ingin dikomunikasikan. Bagian inti ini terdiri atas
pendahuluan, kajian pustaka dan kerangka teori, metodologi penelitian, hasil dan
pembahasan, serta simpulan dan saran.

c) Bagian Penutup
Bagian penutup pada umumnya terdiri atas daftar pustaka, lampiran, serta daftar
indeks atau glosarium. Daftar pustaka merupakan komponen wajib yang harus ada di
dalam sebuah karangan ilmiah. Daftar pustaka tentu menggambarkan acuan yang
digunakan penulis baik dalam melaksanakan penelitian maupun di dlaam menulis
laporan penelitian. Lampiran dapat berupa tabel, gambar, peta, bagan, instrumen yang
digunakan dan bentuk lain yang sangat terkait dengan penjelasan yang sudah
dipaparkan di dalam bagian inti laporan. Indeks berisikan tentang daftar kata atu
istilah yang terdapat pada laporan.

Perhatikan Contoh Karya Ilmiah berbentuk artikel berikut.

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 ANALYSIS OF FACTORS PREDICTING SKILLS OF READING
UNDERSTANDING BASED ON TYPE OF LITERATION IN HIGHER
EDUCATION

Amril Amir *
Faculty of Languange and Art, Padang State University.
*Corresponding author Email: amril.amir23@fbs.unp.ac.id

ABSTRACT:
This study aims to identify factors that predict students' reading
comprehension skills based on literacy types. The population is 150 students.
Furthermore, a sample of 83 students was selected using the proportional
random sampling technique. The research instrument was a Likert scale
questionnaire and a reading comprehension skills test. The data obtained
were analyzed by analysis of variance (Analysis of Variance / ANOVA). The
results showed the calculated F-value obtained was equal to 5,948, while Sig.
at degrees of freedom (DK) 1 and alpha (α) 0.05 is 0.024, then according to
the hypothesis testing criteria through analysis of variance (ANOVA), Sig.
smaller than 0.05 which means that there are differences in students' reading
comprehension skills when viewed from the type of literacy.

I. Introduction

The reading comprehension skills for students is very important to get

information sourced from texts consisting of facts or various new discoveries
and theories, or from books or magazines and scientific journals and sources
of information others (Hamdan, Kana, Din, Rab, & Siddiqui, 2014). The
information obtained from reading is not only for improving their careers in the
future (Ahmadi, Ismail, Kamarul, & Abdullah, 2013; Papatga 2016), but also
for the development of their education. Reading comprehension is one of the
needs that cannot be ignored by students. The emphasis of reading
comprehension learning in the first year is more on the explanations of the
vocabulary to help students understand the reading comprehensively, then
followed by reading questions in oral or written form (Amril, 2018; Amril 2019).
One of the abilities to understand reading is influenced by literacy.
Literacy is the ability to identify, understand, interpret, create, calculate
and communicate using visual, sound and digital material across disciplines
and in any context. The ability to read, write and communicate connects
people to each other and empowers them to achieve things that they think
are impossible. Communication and connections are the basis of who we are
and how we live together and interact with the world (Van Staden, & Bosker,
2014); Zimmerer, Skidmore, Chuppa-Cornell, Sindel-Arrington, & Beilman,
2018). Mastery of the six basic literacy agreed by the World Economic Forum
in 2015 becomes very important not only for students but also for parents and
all members of the community. The six basic literacies include literacy,

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numeracy literacy, scientific literacy, digital literacy, financial literacy, and
cultural and citizenship literacy.
Indonesian society in the last decade of the 20th century did not yet
have a literacy culture even though we had entered the XXI century, this
century for the Indonesian Nation was an industrial age that was supported
by the advancement of sophisticated information technology, in fact the
progress of information technology was very challenging for us to build a
literacy culture ( reading and writing). This reading and writing culture is a
form of manifestation of behavior that includes elements, habits, hobbies, and
literacy needs.
We are still classified as primitive if in this century which is the age of
modern technology without reading books. Reading must be able to be a
necessity, but the facts show that people watch or listen more often than read
or write. We are not accustomed to doing anything based on the
understanding of reading (Amril, 2018), even we cannot actualize ourselves
through writing. Reading and writing are not yet firmly rooted in our nation's
culture.
The literacy movement that developed in Indonesia refers to many
statistics, especially the release of UNESCO (2012) which says that the level
of reading tradition in our country is very minimal. Based on that, then the
government intensively and popularized the literacy movement with various
policies, one of them by making the National Literacy Movement policy in
2015. Indonesia's target adult literacy rate in 2015 was 94.7 percent. The
biggest challenge faced in achieving this target is to reduce the number of
illiterates who are 45 years old and above. Data from the International
Literacy Association on the global population, about 12 percent of the world's
population is considered functionally illiterate, with only a basic or lower
literacy rate in their native language. 781 million people worldwide still cannot
read or write, and 126 million young people are illiterate.

II. Methods

This type of research is a quantitative descriptive comparative type

research method with factorial model design. In addition to descriptive
analysis, a comparative study was also conducted aimed at comparing
data obtained from groups in the population, namely reading
comprehension skills in terms of literacy type. The population is 150
students. The sample was 83 students. This sample was selected using a
proportional random sampling technique. The research instrument was a
Likert scale questionnaire and a reading comprehension skills test. The
data obtained were analyzed by analysis of variance (Analysis of
Variance / ANOVA).

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III. Finding and Discussion

A. Finding

Overall literacy data were obtained from a sample of 83 respondents.

The following is a translation of overall comprehension reading skills
data.

Table 1. Description of Data

Type of Reading Comprehensions

N
Literacy
Mean Category
Read and write 23 60 Medium
Numeration 6 62,6 Medium
science 10 56,7 Medium
Digital 24 82 High
Financial 11 56,7 Medium
Culture 9 71,3 Medium
Total 83 64,88333 Medium

Based on Table 1 it can be understood that the level of reading

comprehension skills in terms of overall literacy type is in the moderate
category (S). The average (mean) reading comprehension skill is the
highest, digital literacy.
Furthermore, the results of testing the hypothesis of reading
comprehension skills variables in terms of literacy type through analysis
of variance can be seen in Table 2.

Table 2. Anova Test

Source SS Df MS FValue Sig. Inf.

Tipy of literacy 672,124 1 672,124 5,948 0,000 Significant
Note:

SS = Sum Squares MS = Mean Squares

Dk = Degree of Freedom Information = Information
Based on Table 2, it can be understood that the reading literacy
variable is high, medium and low, the calculated F-Value value is 5.948,
while sig. at degrees of freedom (DK) 1 and alpha (α) 0.05 is worth
0,000, then according to the hypothesis testing criteria through ANOVA,
sig. smaller than 0.05 which means that there are significant differences
in reading comprehension skills between types of literacy.

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 B. Discussion

Literacy is a starting point for quality education and an important tool to

enable people to access information and knowledge for better work and life
(Baggia, Znidarsic, Borstnar, Pucihar, Sorgo, Bartol, & Dolnicar, 2016).
Indonesia has a reading problem. Although adult literacy rates are reported to
be 95%, most of the available evidence shows that the average ability of
Indonesian adults to understand and utilize written information is very low
(Patience, 2017).
This low level of reading skills is consistent with previous PISA results
and was further substantiated by the OECD Adult Skills Survey. As Lant
Pritchett wrote, this found that highly educated people in Indonesia were far
behind global standards, with the average population of Jakarta with tertiary
education having lower literacy skills than the average school graduate in
OECD countries.
Improving literacy skills throughout Indonesia is also very important
because reading is arguably an extraordinary learning tool, through which
most other skills and knowledge are acquired. This means that the 'friction' of
the low level of reading comprehension skills will be felt at each stage of this
large and diverse state effort to improve the quality of its education. In
contrast, the results obtained from increased literacy skills are enormous and
include increasing the effectiveness of existing learning opportunities and
reopening wider returns for education for individuals and nations. These
benefits will last a lifetime.
The results showed that reading comprehension skills can be seen
from the type of student literacy. According to Clay and Ferguson (2001), the
information literacy component consists of 6 parts, namely; (1) early literacy,
(2) basic literacy, (3) library literacy, (4) media literacy, (5) technological
literacy, and (6) visual literacy. Early Literacy, is the ability to listen,
understand spoken language, and communicate through images and spoken
formed by his experience interacting with his social environment at home.
Basic Literacy is the ability to listen, speak, read, write and count related to
analytical skills to calculate, perceive information, communicate, and describe
information (drawing) based on understanding and drawing the personal
inference. Library Literacy, among others, the ability to understand the
System as a classification of knowledge that makes it easy to use the library,
understand the use of catalogs and indexing; Media Literacy, the ability to
know various forms of different media, such as print media, electronic media
(radio media, television media), digital media (internet media), and
understand their intended use. Technology Literacy, namely the ability to
understand the completeness that follows technology such as hardware,
software, and ethics and etiquette in utilizing technology. Next, the ability to
understand technology for printing, presenting, and accessing the internet.
Visual Literacy is an advanced understanding between media literacy and
technology literacy, which develops learning abilities and needs by utilizing
visual and audiovisual materials critically and with dignity.

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 The results of data analysis also show that all literacy components
affect reading comprehension skills. This is in accordance with the objectives
of literacy, including helping to increase public knowledge by reading a variety
of useful information (Zimmerer, Skidmore, Chuppa-Cornell, Sindel-Arrington,
Beilman, 2018). enhance one's ability to provide a critical assessment of a
paper, help foster and develop good character in a person. enhance the value
of one's personality through reading and writing activities, fostering and
developing literacy culture in the midst of society at large (Lafontaine, Dupont,
& Schillings, 2018); help improve the quality of one's use of time so that it is
more useful.
Data based on the type of literacy reading can be seen that reading
comprehension skills are in the medium category, meaning that students are
not yet optimal in developing literacy. Globally, at least 750 million young
people and adults still cannot read and write and 250 million children fail to
acquire basic reading skills. This results in the exclusion of low-educated and
less skilled youth and adults from full participation in their community and
society (UNESCO, 2019). Besides, the importance of literacy is also
reinforced by technological change. The results showed that digital literacy
affects students' reading comprehension skills. Students who are skilled in
utilizing digital media will be able to read, understand, and most importantly,
evaluate and filter information and will be able to reap the benefits of online
resources, while those who lack equipment will have difficulty obtaining
information (Nel, 2018). The high use of digital literacy is also strengthened
by data that conclude that on average every day Indonesian people use the
internet through any device: 8 hours, 36 minutes (Riyanto, 2019).

IV. Conclusion and Recommendation

Based on the results and discussion data, it can be concluded that

the level of reading comprehension skills is different when viewed from the
type of student literacy. Students with digital literacy type have high reading
comprehension skills. This research has implications that in achieving a
comprehensive understanding of reading, a good literacy culture is
needed.

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