COURSES : ENGLISH FOR SCIENCE

CRITICAL JOURNAL REVIEW

SUPPORTING LECTURER : ARISTO HARDINATA S.Pd,M.Pd

ERANGED BY:

NAME : DEA APRILIA

NUMBER STUDENT: 4192151003

CLASS : SCIENCE EDUCATION A 2019

FACULTY OF MATH AND SCIENCE

MEDAN STATE UNIVERSITY

2019
 KATA PENGANTAR

Praise my thanks to God Almighty for His blessings and gifts, the writing of this
paper can be completed. I compiled this Critical Journal Review (CJR) with the intention of
assigning an English For Science course and making additional insight and understanding of
the material. My hope is that after finishing writing this Crtical Journal Review I will
understand more about how to write a good and correct Crtical Journal Review.

On the other hand, I gained valuable experience and knowledge in the preparation of
writing this Critacal Journal Review. I am very grateful to all those who have helped in the
completion of this CJR, especially to the lecturer supporting this subject Mr. Aristo Hardinata
S, Pd. M, pd. and my classmates are students of Science Education Class A 2019.

Saya menyadari bahwa dalam penyusunan CJR ini masih sangat jauh dari
kesempurnaan, oleh karena itu saya sangat mengharapkan kritik dan saran serta bimbingan
dari para dosen demi penyempurnaan di masa-masa yang akan datang, semoga karya tulis
CJR ini bermanfaat bagi semuanya.

Medan, November 2019

Penyusun

Dea Aprilia

i
 DAFTAR ISI

KATA PENGANTAR...............................................................................................i

DAFTAR ISI.............................................................................................................ii

BAB I. PENDAHULUAN........................................................................................1

1.1 Latar Belakang.......................................................................................................1

1.2 Tujuan CJR............................................................................................................1
1.3 Manfaat CJR..........................................................................................................1

BAB II. ISI................................................................................................................2

2.1 Identitas Jurnal......................................................................................................2

2.2 Ringkasan Jurnal..................................................................................................2

BAB III. PEMBAHASAN........................................................................................5

3.1 Kelebihan Dan Kekurangan Jurnal.......................................................................5

BAB IV. PENUTUP..................................................................................................6

4.1 Kesimpulan...........................................................................................................6
4.2 Saran.....................................................................................................................6

DAFTAR PUSTAKA...............................................................................................7

ii
 BAB I

PENDAHULUAN

1.1 Latar Belakang

Critical Journal Review (CJR) sangat penting buat kalangan pendidikan
terutama buat mahasiswa maupun mahasiswi karena dengan mengkritik suatu jurnal
maka mahasiswa/i ataupun seorang pengkritik dapat melihat mana jurnal yang perlu
diperbaiki dan mana jurnal yang sudah baik untuk digunakan berdasarkan dari
penelitian yang telah dilakukan oleh penulis jurnal tersebut, setelah dapat mengkritik
jurnal maka diharapkan mahasiswa/i dapat membuat suatu jurnal karena sudah
mengetahui bagaimana kriteria jurnal yang baik dan benar untuk digunakan dan sudah
mengerti bagaimana cara menulis atau langkah-langkah apa saja yang diperlukan
dalam penulisan jurnal tersebut.
Pembelajaran Ilmu Pengetahuan Alam (IPA) dengan media instruksi bahasa
Inggris telah banyak dilakukan pada siswa‐siswa yang bukan penutur asli bahasa
Inggris di berbagai negara, seperti Singapura, Cina, Malaysia, dan bahkan di Inggris
sekalipun. Pada saat ini, hal tersebut juga telah menjadi isu tren di sekolah dasar di
Indonesia. Saat ini, pembangunan sekolah‐sekolah berstandar internasional semakin
menjamur di berbagai kota besar Indonesia. Beranjak dari pemahaman bahwa guru
sekolah dasar adalah guru kelas, maka guru harus mampu mengajarkan berbagai
materi subjek, termasuk di dalamnya IPA dan bahasa Inggris.
Pengembangan kemampuan profesional guru dimaksudkan agar guru tidak
hanya mentransfer ilmu dan pengetahuan saja, tetapi juga bagaimana meningkatkan
intelektual dan kemampuan diri calon guru/guru sesuai dengan masalah‐masalah riil
dan kompleks yang ada di masyarakat. Pengembangan kemampuan profesional guru,
dalam hal ini keterampilan mengajar guru merupakan proses yang panjang,
berkelanjutan, berkesinambungan, menantang intelektualitas, dan harus dikondisikan
dalam situasi riil di kelas.  Hamond dalam bukunya The Powerful Teacher Education
mengemukakan bahwa salah satu kriteria guru yang memiliki pengetahuan dan
keterampilan mengajar yang baik adalah mereka yang dapat mengintegrasikan
pembelajaran yang memadukan bermacam‐macam keterampilan siswa; serta mampu
mengajarkan keterampilan berbahasa pada semua tingkatan siswa dan lintas mata
pelajaran. Guru SD sebagai guru kelas diharapkan memiliki keterampilan berbahasa

1
 Inggris untuk mengajarkan mata pelajaran IPA secara terpadu dengan bahasa Inggris
melalui pembelajaran dwibahasa.
Bahasa Inggris sendiri merupakan salah satu bahasa asing yang paling banyak
dipelajari di Indonesia. Selain itu juga bahasa Inggris dipergunakan oleh berbagai
negara. Menurut Crystal (Rina dan Sirajuddin, 2003) bahwa bahasa Inggris tersebar
dan dipergunakan hampir seperempat penduduk dunia dan terus akan berkembang
menjadi satu setengah trilyun pada awal tahun 2000-an ini.

1.2 Tujuan Penulisan Critical Journal Review (CJR)

1. Untuk mengetahui isi pembahasan pada jurnal dengan mereview ulang kembali
jurnal tersebut.

1.3 Manfaat Critical Journal Review (CJR)

Manfaat penulisan Critical Journal Review ( CJR), yaitu :
1. Dapat membandingkan dua atau lebih jurnal yang direview.
2. Dapat meningkatkan analisis kita terhadap suatu jurnal.
3. Supaya kita dapat mengetahui teknik-teknik penulisan CJR yang benar dan dapat
menulis bagaimana jurnal yang baik dan benar.
4. Menambah wawasan kita dan pembaca akan bagaimana pembelajaran Bahasa
Inggris pada penggunaannya di bidang Ilmu Pengetahuan Alam (IPA)

2
 BAB II
ISI

2.1 Identitas Journal

IDENTITAS JURNAL JURNAL I JURNALII

Judul jurnal The Use Of Content And The development of a
English Language questionnaire to measure
Integrated Learning students’ motivation
(CELIL) Methodologies towards science learning
In Teaching Selected
Concepts In Physics
Nama jurnal International Journal Of International Journal of
Scientific & Technology Science Education
Research
volume 5 27
Nomor 10 6
Halaman 154-159 639–654
ISSN 7722-8616 0950-0693

Tahun terbit 2016 2005

Nama Penulis
Ian Phil Hsiao-Lin Tuan, Chi-Chin
Canlas Chin and Shyang-Horng
Shieh

2.2 Tabel Ringkasan

TITTLE JURNAL I JURNAL II

(YEAR)
Abstract This study is part of an integrated
teaching program in physics and
English that attempted to develop
and implement a teaching sequence
on selected physics concepts using
content and English language
integrated learning (CELIL)
methodologies. Specifically, this
paper discussed its advantages and
challenges as implemented in a
school following a trilingual
The purpose of this study was to
develop a questionnaire that
measures students’ motivation
toward science learning (SMTSL).
Six scales were developed: self-
efficacy, active learning strate-
gies, science learning value,
performance goal, achievement
goal, and learning environment
stimu- lation. In total, 1407 junior
high school students from central

3
 curriculum design. About 8 teachers
were involved in the development
and validation of the teaching
sequence and 55 students from 5
classes were involved in the
implementation process.
Effectiveness was measured through
students’ achievement using criteria-
based assessment and simple Collaizi
method was used to process the
external observers’ and teacher-
researchers’ reflections. Preliminary
results revealed that CELIL
methodologies maybe helpful in
developing and increasing students’
conceptual understanding of selected
physics concepts as well as
improving their English language
skills.
Intro- THE end of the 20th century was
also characterized by an increased
duction
utilization of content and language
integrated learning (CLIL)
approach along teaching and
learning especially to non-English
speaking countries such as
countries in Europe, Asia, and
South America. As defined by
Coyle, Hood and Marsh [1], CLIL
is an approach whereby a second
language is used in teaching and
learning both the non- language
subject content and the second
language. Ideally, it is assumed
that in this approach, the learning
objectives of subject content and
second language are interwoven
throughout the teaching and
learning process. Through the
years, a number of studies have
identified and enumerated
compelling reasons for an
increased and more advanced
utilization of CLIL [2, 3]. These
include the ability of CLIL
4
Taiwan, varying in grades, sex,
and achievements, were selected
by stratified random sampling to
respond to the questionnaire. The
Cronbach alpha for the entire
questionnaire was 0.89; for each
scale, alpha ranged from 0.70 to
0.89. There were significant
correlations (p < 0.01) of the
SMTSL questionnaire with
students’ science attitudes (r =
0.41), and with the science
achievement test in previous and
current semes- ters (rp = 0.40 and
rc = 0.41). High motivators and
low motivators showed a
significant difference
(p <0.01) on their SMTSL scores.
Findings of the study confirmed
the validity and reliability of the
SMTSL questionnaire.
Implications for using the SMTSL
questionnaire in research and in
class are discussed in the paper.
The goal of science education is to
enhance all students’ scientific
literacy; that is, to help students
grasp essential science concepts,
to understand the nature of
science, to realize the relevance of
science and technology to their
lives, and to willingly continue
their science study in school, or
beyond school (National Research
Council [NRC] 1996). Thus,
research in science teaching and
learning should address not only
student cognition, but also the
affective component to cognition.
It is only recently that researchers
have started to stress the
importance of affective
components in studying students’
concept learning (Duit and
Treagust 1998, Lee 1989, Lee and
Brophy 1996, Pintrich et al. 1993,
Strike and Posner 1983, 1992,
West and Pines 1983). Within the
affective components, motivation
is important because students’
 approach to create conditions for
natural learning of the second
language. Moreover, it provides a
defined purpose for the use of
second language in the classroom,
which may result to a positive
effect on language learning
through putting emphasis on the
meaning instead of the form.
Lastly, it increases the level and
length of exposure to the second
language. Along this line, Naves
[4] and de Graaf, Koopman, and
Westhoff [5] identified several
crucial indicators and
characteristics of a successful
CLIL program implementation.
These include the active teaching
behavior of the teacher and the
selection of appropriate strategies
in presenting new information. In
addition, immediate feed backing
and creation of opportunities to
respond in various ways were also
found to significantly affect as
well as the consistent integration
of content and language in the
teaching and learning process.
Literatur In that, a number of manuals and
guidebooks on CLIL
implementation have been
developed, tested, and published.
These include the ones developed
by the European Commission [7,
8] and the ones developed by
University of Cambridge [9, 10].
There are also available
guidebooks put together for local
contexts such as the ones
developed by Pinkley, [11],
Gimeno, O Donaill, and
Zygmantaite [12] and Ionnou-
Georgiou and Pavlou [13]. Few
studies have reviewed the
implementation of CLIL in Europe
[14] and the rest of the world [15].
These include some country-
specific studies such as the work
of Bonces [16] in Columbia,
Suwannoppharat and Chinokul
5
moti- vation plays an important
role in their conceptual change
processes (Lee 1989, Lee and
Brophy 1996, Pintrich et al.
1993), critical thinking, learning
strategies (Garcia and Pintrich
1992, Kuyper et al. 2000, Wolters
1999) and science learning
achieve- ment (Napier and Riley
1985). A review of learning
motivation studies revealed the
diversity and variety of moti-
vation factors, such as self-
perceptions of ability, effort,
intrinsic goal orientation, task
value, self-efficacy, test anxiety,
self-regulated learning, task
orientation and learning strategies
(Garcia 1995, Garcia and Pintrich
1995, Nolen and Haladyna 1989,
Pintrich and Blumenfeld 1985).
These studies, on the one hand,
highlighted the diversity of the
learning motivation and, on the
other hand, showed how
researchers’ interests influenced
the approach taken to aspects of
motivation.
Science learning and motivation
Based on constructivist theory
(Mintzes et al. 1998, von Glasersfeld
1998), students take an active role in
constructing new knowledge. When
students perceive valuable and
meaningful learning tasks, they will
actively engage in the learning tasks,
using active learning strategies to
integrate their existing knowledge
with new experience. When students
do not perceive the value of learning
tasks, they use surface learning
strategies (such as memorization) to
learn (Pintrich and Schunk 1996).
von Glasers- feld (1998) also
illustrated the importance of the
students’ learning goal in motivating
students to construct their scientific
knowledge based on the learning
value and learning strategies.
[17] in Thailand, Wolff [18] in
Germany, Leone [19] in Italy,
Smala [20] in Queensland,
Australia and Cross and Gearon
[21] in Victoria, Australia. A
number of studies have
investigated the effectiveness of
some specific strategies within the
framework of CLIL. These include
the use of collaborative approach
[22], task-based approach [23, 24],
blended learning strategy [25], the
use of information and
communication technology [26]
and the use of videos [27] among
others. Some studies investigated
the implementation of CLIL in
specific disciplines such as
geography [28], chemistry [29]
and physics [30, 31] These studies
have proven the effectiveness of
CLIL approach in teaching and
learning. However, despite the
progressive implementation of
CLIL in the different parts of the
world, a number of limitations and
gaps still exist [32]. In the work of
Dalton-Puffer [2], a question was
raised as to what language
learning goals and objectives are
pursued during the implementation
of CLIL in a non-language
subject. This came up from the
observations that teachers teaching
non-language subjects were more
focused in achieving content-
related objectives. Moreover, in
the study of Harrop [33], she
pointed out that using CLIL in a
non-language subject increases the
level of difficulty in learning new
themes which may result to
leaving the weakest learners
vulnerable for being left out. This
may imply the need for a
sufficient reinforcement for
language development that is
subject-specific. In addition, she
was skeptical on the issue of
cultural awareness. She argued
6
Pintrich and Schunk stated that
‘motivation is the process whereby
goal-directed activity is instigated
and sustained’ (1996: 5), while
Pintrich et al. (1993) stressed that
students’ learning goals, values of
science learning, and self- efficacy
take important roles in influencing
students in constructing and
reconstruct- ing their science
conceptions. In other words, when
students perceived that they are
capable, and they think the
conceptual change tasks are
worthwhile to participate in, and
their learning goal is to gain
competence, then students will be
willing to make a sustained effort
and be engaged in making
conceptual change. Here, Pintrich et
al. add students’ self-efficacy and
their intention toward learning tasks
into a previous constructivist view
toward science learning.
Students’ motivation toward science
learning studies
Lee and Brophy (1996) used
qualitative methods to classify
students’ motivation patterns in
science learning, which ranged from
students who were intrinsically
motivated to students who had
disruptive behaviours. Barlia and
Beeth (1999) also identified similar
motivation patterns among college
physics science learners. Erb (1996)
found out that high school students’
lack of motivation in learning
science were caused by: students’
lack of responsibility, students’ low
self-esteem, and students’ family
dysfunction. Other researchers
(Barlia and Beeth 1999, Hynd et al.
2000, Lee 1989, Lee and Brophy
1996, Nolen and Haladyna 1989)
identified factors influencing
students’ motivation toward science
learning, which included: students’
own interests toward the subjects
 that although CLIL frameworks
included culture, the role of
cultural awareness during CLIL
implementation is less well
established and not defined in
CLIL models. Despite these
differences in perspectives, the
above-mentioned studies have
recognized the important role of
the teacher in defining the success
of CLIL implementation. Pavron-
Vasquez and Ellison [34]
enumerated key competencies
necessary for CLIL
implementation in the classroom
which include mastery of the
subject matter as well as mastery
of the second language among
others. For reason of advancing
the English language proficiency
among learners in a Kazakh and
Russian dominated school context,
this study was conceptualized.
Specifically, this study was aimed
at developing and implementing a
teaching sequence that uses
CELIL methodologies in teaching
selected physics concepts to Year
9 students. Moreover, it attempted
to find out its effectiveness,
advantages and challenges as
implemented in a school that
implements a trilingual science
curriculum.
Method This study followed the
descriptive-developmental design.
This design allowed the researchers
to gather observations from the
process of developing and
implementing the teaching
sequence using CELIL
methodologies. It was implemented
in a school following a trilingual
(Russian, English, Kazakh)
curriculum framework and accepts
students with outstanding academic
achievement. For all levels, the
number of students in each class
vary from nine (9) to ten (10). Due
to the unique characteristics of the
7
and the grades they received in class;
students’ interpretations of the
nature of the task; students’ success
or failure to make progress in
scientific understanding; and
students’ general goal and affective
orientations in science class and
achievement of scientific
understanding. Besides students’
own reasons, other factors
influencing students’ motivation
were teachers’ expectation of
students’ learning, types of teachers’
feedback, and curriculum and social
goals (Lee 1989, Nolen and
Haladyna 1989, Pintrich and
Blumenfeld 1985, Urdan and Maehr
1995).
We used six factors of motivation
into designing our scales in the
new questionnaire. In the
following, we define each factor in
the questionnaire.
1.Self-efficacy. Students believe in
their own ability to perform well in
science learning tasks.
2.Active learning strategies. Students
take an active role in using a
variety of strate- gies to construct
new knowledge based on their
previous understanding.
3.Science learning value. The value
of science learning is to let students
acquire problem-solving
teaching force, such that local
physics teachers have very minimal
command of the English language,
it was necessary to perform a
distinctive integration method in
the process. During the
developmental phase of the study,
eight (8) teachers were involved in
the development and validation of
the integrated lessons. These
include four (4) local physics
teachers, three (3) local English
teachers, and one (1) international
physics teacher. The group
identified themes in physics and
English that can be interwoven.
The guiding principle in the
integration process is that, the
physics group should use teaching
and learning strategies that develop
English language skills while the
English group should use the
physics themes in teaching English
language skills. This principle was
conceived to give more opportunity
for the learners to use English
language in physics classes while
newly learned concepts in physics
are repeated and reinforced in
English classes. The
implementation phase involved 55
students from five (5) classes. It
was agreed that the physics group
commences first before the English
group. This allowed the learners to
get acquainted with the concepts as
well as the procedure and
activities. At least two (2)
observers were asked to write
observations and reflections
regarding the implementation of
every lesson which took for a
month. Moreover, the teacher-
researchers implementing the
lessons were also asked to write
down reflections during and after
every lesson. These collective
observations and reflections were
used in the revision of the teaching
sequence during the revision phase
8
competency, experience the inquiry
activity, stimulate their own
thinking, and find the relevance of
science with daily life. If they can
perceive these important values,
they will be motivated to learn
science.
4.Performance goal. The student’s
goals in science learning are to
compete with other students and
get attention from the teacher.
5.Achievement goal. Students feel
satisfaction as they increase their
competence and achievement
during science learning.
6.Learning environment stimulation.
In the class, learning environment
surrounding students, such as
curriculum, teachers’ teaching, and
pupil interaction influ- enced
students’ motivation in science
learning.
After establishing these six scales,
we also adjusted the items from some
relevant motivation questionnaires
— such as the MSLQ (Pintrich et al.
1991), the Patterns of Adaptive
Learning Survey (Midgley et al.
1993), and the Multidimensional
Moti- vational Instrument (Uguroglu,
Schiller and Walberg, 1981) — into
developing self- efficacy,
performance goal, and achievement
goal scales. There are two reasons
for not directly applying existing
scales from other questionnaires:
many items from the previous
questionnaires were not designed
primarily for junior high school
students, and the statements in many
items of the previous questionnaires
did not address science learning.
Therefore, we also incorporated our
previous qualitative findings (Huang
and Tuan 2001, Tuan and Chin 1999,
2000, Wu and Tuan 2000) and the
feature of science learning into
designing scales and items. For
instance, in the science learning
value, we integrated the inquiry and
 of the study. Meanwhile, in an
attempt to establish the
effectiveness of the teaching
sequence, the criteria-based
assessment employed by the school
was used. In that, every learner is
rated achieved or learning towards
in every specific lesson objective.
Results of which were presented in
frequency counts and percentages.
Meanwhile, observations and
reflections were analyzed using
Collaizi method of which themes
and patterns were sought, presented
and discussed in this paper.
Result & Preliminary results of the study
revealed that the use of CELIL
Discussion
methodologies in teaching selected
physics concepts maybe effective
in developing and increasing
conceptual understanding, as well
as developing English language
skills among year 9 students.
Development of the teaching
sequence: In the developmental
phase, seven (7) themes in physics
and English were identified that is
possible for interweaving.
Implementation of the teaching
sequence: The criteria-based
assessment revealed that a greater
majority of the learners were able
to achieve the identified lesson
objectives after the
implementation of the teaching
sequence. About 84% of the
learners were rated achieved from
the different lesson objectives.
Table 5 summarized the specific
frequencies and percentages of
learners who were marked
achieved from these lesson
objectives.
Advantages and challenges of
using CELIL: The advantages and
disadvantages of using CELIL
methodologies were derived and
synthesized from the reflections of
external observers and teacher-
researchers. Reflections of both
9
problem-solving features of science
learning (American Association for
the Advancement of Science 1993,
NRC 1996) in designing items.
Result :
Messick (1989) identified that
three types of validity need to be
addressed in devel- oping a
questionnaire. These were content
validity, construct validity and
criterion- related validity. We
used previous case studies from
different settings and different
students’ learning motivation and
also used existing questionnaires
to design the questionnaire items.
Six experienced science teachers,
three educational psycholo- gists
and five science educators
reviewed all the test items.
Construct validity was verified by
factor analysis. In addition, how
students with high, moderate and
low motivation would show
differences in responding to the
SMTSL questionnaire was also
identified. A science attitude test
(Fraser 1981) and students’
science achieve- ment scores from
the previous semester and the
current semester were used to
assess the criterion-related validity
of the SMTSL questionnaire.
All the findings to confirm the
aforementioned validity are listed
in the following. The results
presented in table 1 indicate that
six factors constitute the construct
of the SMTSL questionnaire, and
groups confirmed that the use of
CELIL methodologies in teaching
physics gave the learners an
opportunity to practice the use of
English language both for
speaking and writing. Moreover, it
initiated cognitive stimulation
among the learners during the
process. Below are transcripts of
some written observations of
external observers that maybe
proofs of cognitive stimulation.
10
these factors confirmed the six
scales designed in the SMTSL
questionnaire.
Discussion:
According to the literature review,
the questionnaire survey and data
analysis presented in tables 1–4,
we have found that among various
motivation factors in exploring
students’ motivation, students’
self-efficacy, active learning
strategies, science learning value,
performance goal, achievement
goal, and learning environ- ment
stimulation do contribute to
students’ science learning
motivation. The SMTSL
questionnaire has good construct
validity and also criterion-related
validity. In addition, the SMTSL
questionnaire has significant
correlations with science atti- tude
and achievement scores.
Students’ motivation has moderate
and significant correlation (r =
0.41) with their science attitude.
Researchers (Reynolds and
Walberg 1992, Singh et al. 2002)
reported that students’ attitude and
motivation are two of the most
important factors to predict
students’ science achievement,
while students’ motivation is the
most important factor in
predicting students’ science
attitude. Among motivation
factors, this research revealed that
learning environment stimulation
had the highest correla- tion with
students’ science attitude (r =
0.48), followed by science
learning value (r = 0.35). Learning
environment stimulation has a
highest correlation with science
attitude, but its correlation with
student achievement appears the
lowest (r = 0.10). In addition,
high-motivation and low-
motivation students showed
 significant differ- ences in this
scale (p < 0.05). Examining items
in this scale, this study revealed
that these items illustrated
students’ perception of whether or
not the teacher created a
comfortable and interesting
science learning environment for
them. But these items did not
examine students’ science
learning. Therefore, this scale
correlates highly with science
attitude instead of science
achievement. Scales having high
correlation with attitude toward
science tend to have low
correlation with science
achievement. The research
suggests that, in the SMTSL
questionnaire, scales such as
learning environment stimulation
and science learning value
contribute more on attitude
towards science than to students’
motivation toward science
learning.
Conlusion The preliminary result of this (tidak memiliki kesimpulan)
study revealed that using CELIL
methodologies in teaching selected
concepts in physics maybe
effective in developing and
increasing conceptual
understanding among students.
Moreover, it maybe an effective
strategy in creating an opportunity
for the increase use of English
language, hence may result to
learning English language skills.
In addition, observation revealed
that the use of English language in
selected activities may lead to
cognitive stimulation that could
result to the development of
critical thinking skills. On the
other hand, the use of CELIL also
posed a number of challenges.
This include the increased
difficulty in understanding the
selected physics concepts brought
by the use of English language in a

11
 number of activities. Moreover,
there is a threat of
misinterpretation and
misunderstanding both for
teachers and students especially
during discussions, hence, the
need for the teacher to have a good
command of the English language.

BAB III

ANALISIS

3.1 kelebihan dan Kelemahan jurnal

ASPEK YANG JURNAL I JURNAL II

DINILAI
Nama penulis  
Tahun terbit  
Kota terbit X(Tidak 
mencantumkan
kota terbit)
Volume  
Nomor  
Nama jurnal  
Judul jurnal  
Penerbit  
ISSN  
ISI
Abstract  
Introduction  
Literatur  
Method  
Result  
Discussion X(Tidak memiliki 
Discussion)
Conclusion  X(Tidak memiliki
conclusion)
Kelengkapan materi Jurnal ini berisi tentang Jurnal ini berisi tentang
pengajaran terintegrasi pengembangan kuesioner
dalam fisika dan bahasa yang mengukur motivasi

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 Inggris yang berusaha siswa terhadap
mengembangkan dan pembelajaran sains
mengimplementasikan secara mendalam. Tetapi,
urutan pengajaran pada materi yang dijelaskan
konsep fisika terpilih terlalu sulit untuk
menggunakan konten dan dimengerti karena tidak
metodologi pembelajaran menuju ke poin-poin
bahasa Inggris pembahasan.
terintegrasi (CELIL)
secara luas melalui setiap
point-point yang ada.
Bahasa yang digunakan Bahasa dalam jurnal ini Bahasa dalam jurnal ini
mudah dipahami dan sulit untuk dipahami dan
cukup Efektif dalam menggunakan kalimat
setiap penggunaan kata- yang kurang efektif
katanya. karena terdapat banyak
pengulangan kata dengan
makna yang sama.
TAMPILAN
Tabel Jurnal ini memuat tabel Jurnal ini memuat tabel
sehingga pembaca sehingga pembaca
mudah memahami mudah memahami
maksud setiap isi jurnal. maksud setiap isi jurnal.
Grafik Jurnal ini memuat grafik Jurnal ini tidak memuat
sehingga pembaca grafik sehingga pembaca
mudah memahami sulit memahami maksud
maksud setiap isi jurnal. setiap isi jurnal.
Gambar Jurnal ini mencantumkan Jurnal ini tidak
gambar-gambar sehingga mencantumkan gambar –
pembaca mudah gambar sehingga
mendeskripsikan maksud pembaca kesulitan dalam
setiap isi jurnal. memahami maksud
setiap isi jurnal.
Warna Jurnal ini tidak memiliki Jurnal ini tidak memiliki
warna sehingga pembaca warna sehingga pembaca

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 kurang tertarik untuk kurang tertarik untuk
membacanya. membacanya.
Ukuran font Menggunakan ukuran Menggunakan ukuran
Font 9,5 Font 9
Jenis font Menggunakan jenis Font Menggunakan Jenis Font
Arial Georgia dan Times New
Roman
Kerapian tulisan Menggunakan Menggunakan
sistematika penulisan sistematika yang kurang
dengan tampilan Mobile rapi. Seperti contoh pada
(Terbagi dua sisi) penempatan mengenai
sehingga jurnal terlihat profil penulis yang ada
rapi. pada bagian tengah isi
jurnal.

BAB IV

PENUTUP

4.1 Kesimpulan

Dari pembahasan kelemahan dan kelebihan yang telah dijelaskan atau dipaparkan
diatas, dapat kita ketahui kelemahan dan kelebihan jurnal baik yang ditinjau berdasarkan
struktur jurnal, tata bahasa dan tulisan, maupun isi. Maka dapat disimpulkan bahwa jurnal
tersebut sudah baik dan dapat di jadikan sebagai referensi untuk pembaca, tetapi masih
perlu perbaikan. Jurnal tersebut layak atau sudah bagus digunakan pembaca sebagai
referensi untuk penelitian-penelitian lainnya.

4.2 Saran

Untuk kedepannya atau selanjutnya kelemahan-kelemahan atau pun kekurangan

setiap jurnal ini perlu diperbaiki supaya lebih baik lagi dimanfaatkan ataupun digunakan
pembaca sebagai refrensi dalam penelitian-penelitian ataupun untuk kegunaan lainnya.

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 DAFTAR PUSTAKA

Akrom. M ,(2014),Kajian pengaruh radiasi sinar gamma terhadap susut bobot buah jambu
meraah selama masa penyimpanan.,Jurnal Pendidikan Fisika Indonesia, Vol.10, hal 86-91.

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