A.

Background
Mastery of English as an international language is becoming increasingly important in
today's era of globalization. English is not only a global communication tool, but also a
medium to access science, technology, economy, and culture from all over the world.
Therefore, the ability to speak English is one of the main competencies that must be
possessed by individuals in various fields, including education. In the context of education,
English teachers play a very vital role. They are not only responsible for teaching grammar,
vocabulary, and communication skills, but also for equipping students with the ability to use
English in a variety of social situations. This requires English teachers to have adequate
sociolinguistic competence (Yan 2023).

Sociolinguistic competence is the ability to use language appropriately according to a

specific social and cultural context (Dilafruz Muhamadjonovna 2020). This includes an
understanding of language variations (dialects, registers, styles), social norms governing the
use of language (politeness, formality), and effective communication strategies in a variety of
situations (negotiatory, persuasive, informative). In language teaching, sociolinguistic
competence is important to help students understand that language is not just a tool to convey
a message, but also reflects and shapes their social and cultural identity. Prospective English
teachers are expected to not only master the linguistic aspect but also the sociolinguistic
aspect. They must be able to teach students to communicate effectively and appropriately in a
variety of social contexts, both inside and outside the classroom (Dilafruz Muhamadjonovna
2020). However, the reality on the ground shows that many prospective English teachers still
have difficulties in developing their sociolinguistic competence. This can be due to a variety
of factors, such as a lack of emphasis on sociolinguistic aspects in the teacher education
curriculum, the lack of opportunities to practice in real-life communication situations, and
limited access to relevant learning materials (Yan 2023).

In addition, rapid social and cultural changes in the digital era also add complexity to
sociolinguistic learning. Prospective English teachers must be able to adapt to the social
dynamics that occur, such as the use of language in social media, intercultural
communication, and the development of new language variations. Therefore, it is important
to conduct in-depth research on the level of sociolinguistic competence of prospective
English teachers as well as the factors that influence them. This research departs from the
awareness of the importance of sociolinguistic competence in English teaching and the need
for effective strategies to improve these competencies among prospective English teachers.
By understanding the level of sociolinguistic competence and the factors that affect it, it is
hoped that more effective efforts can be formulated to improve the quality of English
language education in Indonesia (Yan 2023).

This research is expected to make a meaningful contribution to efforts to improve the

quality of English teachers' education, so that they can be better prepared to face teaching
challenges in the era of globalization (Sarimsakova 2021). With good sociolinguistic
competence, English teachers will be able to equip students with language skills that are not
only linguistically correct, but also socially and culturally appropriate (Dilafruz
Muhamadjonovna 2020).

B. Problem Formulation
Based on the above background, the formulation of the problem in this study is:
1. What is the level of sociolinguistic competence of prospective English teachers?
2. What are the factors that affect the sociolinguistic competence of prospective English
teachers?
3. What efforts can be made to improve the sociolinguistic competence of prospective
English teachers?
C. Research Objectives
This research aims to:
1. Knowing the level of sociolinguistic competence of prospective English teachers.
2. Identify factors that affect the sociolinguistic competence of prospective English teachers.
3. Formulate strategies and efforts to improve the sociolinguistic competence of prospective
English teachers.
D. Research Benefits
This research is expected to provide the following benefits:
1. Theoretical Benefits
This research is expected to make a theoretical contribution in the field of English
language education, especially related to sociolinguistic competence. The results of
 this study are expected to enrich scientific studies on the importance of sociolinguistic
competence in English language teaching.
2. Practical Benefits
2.1 For prospective English teachers: This research can provide a better
understanding of the importance of sociolinguistic competence and how to
improve it.
2.2 For educational institutions: The results of this study can be used as a
consideration in designing more effective curriculum and training programs to
improve the sociolinguistic competence of prospective English teachers.
2.3 For other researchers: This research can be a reference for other researchers
who are interested in studying more about sociolinguistic competence in the
context of English language teaching.
E. Research Limitations
This research is limited to:
1. Prospective English teachers: This study only included prospective English teachers
who are currently studying in college, so the results may not be fully representative of
experienced English teachers or who work in different educational settings.
2. Sociolinguistic competence: The focus of this research is on sociolinguistic
competence which includes an understanding of language variations, social norms,
and communication strategies that are appropriate to specific social contexts,
excluding other linguistic aspects such as grammar and vocabulary.
With these limitations, this research is expected to be carried out with a clear focus
and produce relevant and useful findings for improving the sociolinguistic
competence of prospective English teachers.
 Chapter II

Literature Review

A. English Language Teaching

According to Brown's (2007) perspective, the act of teaching encompasses more than just
providing guidance and facilitating learning. It also involves encouraging learner engagement
and establishing a conducive learning environment. The pedagogical process necessitates the
teachers to facilitate the students' advancement in English language teaching while affording
them opportunities for practical application of English (Faridah, 2021; Munna and Kalam,
2021; Retnaningsih, 2021).

A study conducted by Munna and Kalam (2021) describes that the practice of teaching
English in Indonesia is commonly referred to as teaching English as a foreign language.
Moreover, the limited use of English in daily conversation among Indonesians can be related
to their preference for using Indonesian as their primary language (Farhani et al., 2020).

Over several decades, there have been significant changes in the methods and approaches
used in English language teaching. The implementation of various techniques has led to the
enhancement of English teaching. Richards (2013) categorizes the methods employed in
language instruction during the previous fifty years into three distinct phases. The first phase
encompasses conventional approaches, which dominated education until the late 1960s. The
second phase, classic communicative language teaching, prevailed from the 1970s to the
1990s. The third and current phase, contemporary communicative language teaching, has
been prevalent since the late 1990s.

Furthermore, Richards (2013) identifies that the language teaching methods employed
until the late 1960s primarily revolved around the utilization of traditional grammar, which
placed significant emphasis on the definition and explanation of various linguistic
components. The conventional methodologies for language teaching placed significant
emphasis on grammar, which was considered the fundamental element in attaining language
competencies. The approach was based on the premise that grammar acquisition could be
facilitated through explicit instruction and a pedagogical framework that heavily emphasized
repetitive practice and drilling. This fundamental philosophy guided that language acquisition
involved the accumulation of a substantial repertoire of phrase patterns and grammatical
structures, along with the capacity to produce them accurately and efficiently within the
appropriate context. Typically, the sequential instruction of the four language skills followed
a pattern wherein speaking, listening, reading, and writing were introduced in that specific
order after the establishment of foundational proficiency in the language through oral
repetition and structured exercises. Upon completion of the task, the four abilities were
introduced.

The grammar teaching method explained above often involves the inclusion of
memorization of dialogues, the practice of question-and-answer exercises, substitution drills,
as well as different types of guided speaking and writing activities (Tórrez, 2022). Moreover,
the importance of precise pronunciation and competence in grammar was underscored during
the initial phases of language acquisition, as it was postulated that grammar errors would
quickly become embedded in the learner's speech (Heryanti & Hadi Sucipto, 2017; Ranta,
2022).

Conventional language teaching methodologies began to emerge in the 1970s. The

investigation of the role of grammar in language instruction and acquisition has been the
focal point of scholarly inquiry (Aguion et al., 2021). The primary objective is to obtain the
essential knowledge and skills related to grammar and other linguistic elements within
communicative settings. This encompasses various activities such as making requests,
providing advice, offering suggestions, and expressing personal requirements (Saengboon et
al., 2022).

The ability to communicate in English requires mastery of communicative competence.

Canale and Swain, as cited in Richards & Renandya (2002), extend Hymes's theory by
suggesting that communicative competence encompasses grammatical, discourse,
sociolinguistic, and strategic competencies. The communicative method has gained
significant popularity since the 1990s due to its comprehensive principles that prioritize
effective communication as the primary objective of English language education. The
existing approach to language instruction, known as communicative language teaching
(CLT), prioritizes student centered learning, incorporates authentic conversation and
purposeful activities, and employs a blended curriculum (Richards, 2006).
 The explanation above explains the development of English language teaching in the
world and the teacher's role in facilitating the students' advancement in English language
teaching while affording them opportunities for practical application of English. Teacher
expertise, teaching material standards, integration of other forms of media or additional
resources, and learning strategies used in class should also be integrated with the
development of English language teaching. The explanation above also highlights that
communicative language teaching has been prevalent since the late 1990s. Therefore, based
on the language teaching development for many years, communicative competence is
essential for students to learn.

B. English Communicative Competence

The concept of English communicative competence has gained significant popularity in

Western countries, particularly those that have predominantly adopted the Celce-Murcia
models. Roza (2022) asserts that the United States is recognized as one of the nations that
have implemented the Celce-Murcia communicative language teaching model. According to
the framework proposed by Celce-Murcia and Thurrell (1995), the achievement of success in
linguistic discourse relies on the acquisition of five essential skills: linguistic competency,
sociolinguistic competency, sociocultural competency, and strategic competency. The present
model was formulated to clarify sociolinguistic competencies, which were regarded as
separate entities from discourse competencies (Eghtesadi, 2017).

Moreover, several Asian countries have already implemented the Communicative

Language Teaching (CLT) approach based on the Celce-Murcia models. According to Butler
(2011), numerous educational institutions in East Asia perceive themselves as conducive
environments for implementing Communicative Language Teaching (CLT) within their
classrooms. Furthermore, Canale (1983) defines communicative competence as
encompassing four primary components: grammatical competence, sociolinguistic
competence, discourse competence, and strategic competence.

The researcher has chosen to utilize Canale's (1983) communicative competence (CC)
model, which categorizes the concept into four distinct sections: (1) grammatical
competences, (2) sociolinguistic competences, (3) discourse competences, and (4) strategic
competences. Syarief (2005) posits that within the framework of Canale's (1983)
Communicative Competence (CC) models, grammatical competences encompass an
individual's understanding of linguistic codes, which encompasses knowledge of
grammatical rules, vocabulary, phonology, and graphology.

Canale's (1983) defines sociolinguistic competences in CC models as the acquisition of

sociocultural codes, encompassing the appropriate use of vocabulary, register, politeness, and
style within a specific context. The concept of discourse competences in Canale's (1983) CC
models pertains to the ability to integrate language structures in order to produce various
forms of cohesive and coherent texts. Syarief (2005) posits that strategic competencies within
Canale's (1983) communicative competence (CC) models pertain to the understanding and
application of verbal and nonverbal communication strategies, including gestures and eye
contact. These competencies serve to improve communication effectiveness and empower
learners to address challenges that arise during communication breakdowns.

The impact of Communicative Language Teaching (CLT) in the field of education has led
to the widespread acceptance of communicative competence as the primary objective of
language education (Syarifudin, 2019). This approach emphasizes the importance of
incorporating communicative activities and tasks in classroom instruction. It is recommended
that educators incorporate English communicative competence into their instructional
methodologies. Moreover, it has been observed that students tend to exhibit enhanced
performance in English communication when teachers have already incorporated English
communicative competence into their instructional practices (Moyi & Galadima, 2020).

Tórrez (2022) cites Canale & Swain's (1980) assertion that the comprehensive nature of
communicative competence can be understood by including four essential components:
grammatical competence, discourse competence, sociolinguistic competence, and strategic
competence. The competencies mentioned above represent both the application of linguistic
systems and the pragmatic aspects of communication.

1. Discourse Competence

As posited by Amiliani and Gani (2015) discourse competence pertains to how ideas are
interconnected across sentences within spoken language. In order to assess the discourse
competence of speakers, it is recommended to employ two primary dimensions, namely
cohesive and coherent devices, to analyse the conversation. Furthermore, discourse
competence is an integral component of the curricula. According to Kjell (2006) within the
field of language education, the term "discourse" refers to the language as it is used and
situated within a specific context.

According to Richards and Renandya (2002), it is essential for learners to develop their
discourse competence alongside their grammatical competence. The principles of coherence
and cohesion, which are applicable to both formal and informal discourse, serve as
facilitators in maintaining the coherence of communication by ensuring its meaningfulness.
Proficiency in recognizing and comprehending extended segments of speech is a crucial skill
for both the generation and interpretation of language within the framework of interpersonal
communication. Moreover, the capacity to generate depictions of significance predicated on
referents in antecedent and subsequent sentences is imperative. Furthermore, proficient
orators require an extensive range of syntactic patterns and discourse cues to effectively
explicate concepts, illustrate temporal relationships, and denote causality, distinctions, and
emphases.

According to Pan (2021), discourse competence in education refers to the learner's

capacity to comprehend and generate texts across various domains, including listening,
speaking, reading, and writing. The topic at hand pertains to the concepts of text cohesion
and coherence. Furthermore, it is crucial for teachers to address the issue of explicitly
teaching discourse features to their students, as highlighted by Lașcu (2022).

2. Grammatical Competence

Nassaji & Fotos (2011) believe that grammatical competence refers to the speakers'
comprehension of the various forms and meanings encompassed within the grammar and
their theoretical understanding of their appropriate usage. The manifestation of this form of
knowledge is evident in the principles governing grammar. In alternative terms, competence
resides within an individual's cognitive faculties. Sentence-based tasks are known to enhance
grammatical competence.

Similarly, Eisenmann & Summer (2012) assert that the emphasis on grammatical
competence has traditionally been regarded as an essential component of language
instruction, and it continues to be frequently perceived as a satisfactory requirement for
achieving successful language acquisition. In the context of formal grammar instruction, the
curriculum typically prioritizes the analysis of language forms over language functions and
authentic communication. The language is frequently segmented into distinct components
and instructed in a detached manner.

In addition, the concept of grammatical competence can be viewed as a comprehensive

term that encompasses an enhanced comprehension of various aspects of grammar, including
morphology and syntax, as well as vocabulary and mechanics. Richards and Renandya
(2002) posit that grammatical competence facilitates the precise and effortless utilization and
comprehension of the English language's structure. According to Richards and Renandya
(2002), this contributes to the proficiency of the speakers. Furthermore, students will
demonstrate proficiency in the components of language structure, such as syntax, vocabulary,
and mechanics, through the acquisition of grammatical competence, thereby enabling them to
utilize and comprehend the language with ease and confidence.

3. Sociolinguistic Competence

Sociolinguistics can be broadly defined as the scholarly investigation of language within

the context of society. Spolsky and Trudgill (1986) posits that sociolinguistics exhibits a
strong interconnection with the social sciences. Sociolinguistics, as defined by Coupland and
Jaworski (1997) is a field of study that examines languages as manifestations of social and
cultural aspects, encompassing societies, social groups, speech communication, language
dialects, and linguistic styles.

The field of sociolinguistics focuses on the examination of linguistic markers that reflect
cultural and power dynamics (Subandowo, 2022). Moreover, the research underscores the
significance of language events in global contexts, highlighting not only linguistic aspects
but also their social implications. The subject matter encompasses various aspects of
linguistics, including grammar, vocabulary, corpus linguistics, discourse analysis, pragmatics,
and phonology. Additionally, it explores the influence of factors such as ethnicity, gender,
ideology, and social status on language phenomena (Purba, 2016).
 Acquiring an understanding of the sociolinguistic dimensions of language can be
beneficial for learners as it enables them to evaluate statements appropriately, proficiently
ask questions during conversations, and nonverbally react in a manner consistent with the
topic being discussed. Moreover, individuals possess the capacity to determine the suitable
approach for formulating questions during interpersonal communication and how to
nonverbally react in a manner that is consistent with the topic under discussion. According to
Wooldridge (1994) and D. H. Brown (1995), the ability of adult second language learners to
effectively comprehend and produce written language depends on their prior mastery of
adapting to various writing styles. This particular skill is an essential prerequisite for the
ability to accurately encode and decode the language utilized within the surrounding
discourse. A comprehensive grasp of sociolinguistics can augment students' capacity to
discern suitable language usage and mitigate the probability of uttering derogatory remarks
during an interlocutory exchange.

4. Strategic competences
Strategic competence refers to an individual's ability to effectively utilize communication
strategies, whether verbal or non-verbal, in order to address and overcome challenges that
may arise during communication. These strategies compensate for any deficiencies in
various aspects of communicative proficiency. This concept has been discussed by (Canale
& Swain, 1980; Celce-Murcia et al., 1995; Syarief, 2005; Tórrez, 2022).
Expanding strategic competence is a crucial effort that should be initiated at the early
stages of students' English language learning journeys, with a focus on developing the ability
to effectively negotiate meaning in instances of communication breakdown. Engaging in this
activity has the potential to enhance individuals' religious beliefs and facilitate their
acquisition of a second language. Furthermore, Canale (1983) and Canale and Swain (1980)
assert that the exploration of strategic competence arose as a means to highlight
communicative competence and examine its application in second language performance
(Kasper & Kellerman, 2014). Hence, it can be inferred that when individuals encounter a
communicative challenge, they rely on their language skills, both verbal and non-verbal, to
navigate towards a resolution through improvisation.
Therefore, the utilization of strategic competence in communication is displayed.
Furthermore, it can be inferred that strategic competence encompasses a variety of strategies
that can be employed to address communication stagnation. Strategic competence refers to
the ability of speakers to effectively address and resolve communication challenges. For
example, let us imagine that we are planning to visit a foreign country that shares a border
with our own, but that we have not previously visited. We possess a limited proficiency in
the local language and are currently endeavoring to procure a train ticket at a designated
station; however, we are unable to recall the precise term denoting a ticket. The ticket
vendors appear to exclusively communicate in their native language, without proficiency in
any other languages. Various verbal and non-verbal techniques can be employed to
effectively express our intended message. One potential solution to mitigate this issue is
through the implementation of a reduction strategy, as proposed by Fric et al. (2023). To
ensure the continuity of communication, individuals can employ various behaviors as a
means of adaptation.
The researchers inferred from the viewpoints of those mentioned experts that language
proficiency is a prerequisite for individuals to express themselves verbally. Individuals must
possess knowledge regarding the appropriate content and manner in which to articulate their
thoughts based on contextual factors. Effective communication can be achieved through
proficient use of language. Efficient communication facilitates mutual comprehension
between speakers and listeners with regard to the conveyed messages and intended
objectives. Communicative competence refers to an individual's ability to effectively utilize
the language system in various functional and social contexts.
C. Employability Skills

Appadurai (2001) asserts that the impacts of globalization are pervasive across all aspects
of human existence. The prevalence of English as the most widely used language across
various domains and regions can be attributed to the phenomenon of globalization (Rahman,
2020). English not only serves as the primary medium of instruction, particularly in advanced
educational settings, but it also holds substantial prominence in various aspects of daily life
across the globe. As stated by Kamran and Mansoor (2017), a considerable number of
countries continue to utilize it as an official language.

The growing number of international English language competence examinations over

the past few years is evidence of the widespread acceptance of English as a medium of
education, which has existed for a substantial amount of time (J. Jenkins, 2007; Sharifian,
2009). However, researchers who carefully engage in the construction of a variety of
educational programs, curricula, and scholarly publications continue to struggle with the
difficulty of sufficiently educating the upcoming generation for their prospective professional
paths (Adebola, 2019).

According to Hussain (2018), the utilization of English communication has the ability to
motivate students to exert effort in nurturing their jobsearch talents. This may be
accomplished by encouraging students to communicate in English. According to Sultana
(2016) one of the most important goals for people who are looking for work is to improve
their English communication skills to an advanced level. When selecting persons to join their
workforce, well-known companies frequently give candidates whose command of the
English language and ability to communicate effectively in the language the highest priority.
In addition, it has been underlined the necessity of English communication within the
domains of corporate operations, tourism, and hospitality (Zahedpisheh, B Abu Bakar, &
Saffari, 2017). This is due to the fact that the tourism and hospitality industry is global in
nature.

Likewise, Lukitasari, Murtafiah, Ramdiah, Hasan, & Sukri (2022) the 21st century is
commonly characterized as an era dominated by information technology, globalization, and
the advent of the Industrial Revolution 4.0. These transformative forces have brought about
significant changes across various domains, encompassing education, economy, technology,
communication, information, transportation, and numerous other spheres of human activity
(Fajaryati et al., 2020). It is imperative for individuals to possess the necessary aptitudes in
effectively managing this matter. The acquisition of certain skills is imperative for
individuals to effectively confront the challenges of the 21st century.

These skills encompass critical thinking and problem-solving abilities, proficiency in

information technology, as well as information and media literacy skills. Digital literacy
refers to the aptitude to utilize technology and effectively navigate and manipulate
information within the realm of digital media (Su-Hie et al., 2017). The necessity of this
particular capability is imperative in the current era of technological disruption, particularly
in the realm of processing information within digital media and effectively addressing the
various challenges that arise in contemporary times (Al Riyami, 2021). The acquisition of
digital literacy skills is of paramount importance for students, serving as a fundamental
prerequisite for their ability to effectively compete in the contemporary professional
landscape. The acquisition of interdisciplinary knowledge is becoming increasingly expected
of workers due to the centrality of the digital revolution in industrial production within the
context of the Fourth Industrial Revolution (Lukitasari et al., 2022).
 Chapter III

Research Methodology

A. Research Design

As part of the mixed methods approach to the study, the methodology was situated in the
philosophical underpinnings of the sequential exploratory mixed methods. Incorporating such
an approach was advantageous as it allowed for implementing both qualitative and
quantitative methodology to facilitate a complete understanding of the phenomenon (W. J.
Creswell & Creswell, 2018; Skamagki et al., 2022; Wasti et al., 2022). In particular,
sequential exploratory mixed methods promote the collection and analysis of qualitative and
quantitative data in congruence with one another. Based on that reason, this current research
design was chosen because the in-depth explanation from qualitative data requires a survey
to prove the participant means entirely in interview session one method alone would not have
been sufficient (J. W. Creswell & Plano Clark, 2018; Taherdoost, 2022).

The sequential exploratory mixed method design provided more evidence to answer the
research questions because the researcher was able to use both qualitative and quantitative
tools, in-depth interviews, and a survey, respectively, to understand the results of the study (J.
W. Creswell & Plano Clark, 2018). This design is also advantageous when engaging in data
analysis during the triangulation and interpretation because of the direct, in-depth exploratory
from collected numerical data with themes that emerge from interview sessions.

A pilot study and expert validation take place as quantitative and qualitative results can be
synthesized in ways that help better elucidate the phenomenon being studied (J. W. Creswell
& Plano Clark, 2018; Leavy, 2017; Vivek & Nanthagopan, 2021). The research paradigm,
information source, sampling method, data collection tools, data collection time, and data
analysis method concerning the research questions are presented in Table 1. in order to aid
the understanding of the research design.

B. Research Instrument

The researcher uses several tools to gather, measure and analyze the qualitative and
quantitative data, commonly called instruments. Research instruments could be in the form of
document analysis, tests, questionnaires, rating scales, interviews, and any other form which
could cover to help researchers collect information from 1 or more respondents. The
researcher also put a research protocol to keep the research in a straightforward line.
Furthermore, the instruments of this research for collecting data are in-depth interviews and
close-ended questionnaires. Each instrument is elaborated below.

1. Research Protocol

The research protocol considers a comprehensive plan that consists of research indicators
concerning the purposes of the research, details of the research aspect, and the details of
sources of the indicator. This research protocol is presented in Table 3.1 in order to assist the
understanding of the research protocol.

Table 3.1 Research Protocol

2. Interview

According to Knott, Rao, Summers, and Teeger (2022), the interview is a specific type of
interaction in which predominantly a researcher asks questions about one’s life experience,
opinions, dreams, fears, and hopes, and the interview participant answers the questions. In
particular, in-depth interviews are included as a qualitative research method that follows a
deceptively familiar logic of human interaction and communication. Interviews are included
as conversations where people talk with each other, interact and pose and answer questions
(Brinkmann & Kvale, 2018; Knott et al., 2022). Furthermore, in-depth interviews are a
versatile form of qualitative data collection used by researchers across the social sciences. In
line with the context of this research, these interviews allow the madrasah teachers to
explain, in their own words, how they understand and interpret the English communicative
and digital literacy around them.
 Table 3.2 Interview Questions List of English Communicative Competences

Table 3.3 Interview Questions List of Employability Skills

3. Questionnaire

A questionnaire is a notated instrument that requests the respondents to answer a series of

questions or statements (Fan & Wang, 2022; Fidlerová et al., 2022; Zhang & Sun, 2022).
Furthermore, Taherdoost (2022) depicted that the questionnaire is considered an essential
instrument in research to help the researcher collect relevant and appropriate data regarding
the research topic. It is significant to ensure that the design of the questionnaire is arranged to
minimize errors.

The questionnaire used in this research was constructed based on a Likertscale

questionnaire which used close-ended questions. To find out the madrasah teachers' English
communicative and digital literacy, the researcher makes a short self-report using a Likert-
scale questionnaire, which is also commonly called the self-report Likert scale because it
allows an analytic procedure traditionally associated with a particular "type" of validity can
be used to produce empirical evidence of another "type" of validity not typically associated
with it. Empirical evidence in this research context refers to the madrasah teachers' English
communicative and digital literacy (Jebb et al., 2021; León-Mantero et al., 2020; Taherdoost,
2019).

Therefore, the researcher used the Likert scale to determine the possible responses,
including the score of strongly disagrees = 1, disagree = 2, neutral = (3) agree = 4, and
strongly agree = 5 (Fan & Wang, 2022; Lu et al., 2021). In addition, the researcher conducted
a pilot study and validation from the expertise on the selfassessment Likert-scale
questionnaire first before sending it to the respondents to determine whether the
questionnaire was valid and reliable before sending it to the respondents.

Tabel 3.4 Questionnaire Questions List of English Communicative Competences

 Table 3.5 Questionnaire Questions List of Employability Skills

C. Data Analysis Techniques

The researcher divides the data analysis techniques based on the research design which
are quantitative, qualitative, and mixed methods.

1. Qualitative

The qualitative data were the starting point for the first stage of the data analysis process.
A method known as thematic analysis was applied to the qualitative data gleaned from the
interviews with the lecturers. According to Lochmiller (2021) and Mishra & Dey (2022), the
premise of thematic analysis is that the recollections of the participants possess a significance
that justifies close inspection, integration, and in-depth explanation. A manual thematic
analysis was also carried out by the researcher with the aid of spreadsheets created in
Microsoft Excel. These spreadsheets were used to indicate the initials of the individuals who
took part in the process of data gathering. In addition, it is essential to develop a Reter 1,
Reter 2, and ultimate theme for the paper. The participation of an interrater serves to reduce
any potential subjectivity that may be inherent in the researcher's point of view, which
ultimately contributes to an increase in the research's objectivity.
2. Quantitative

The current research covers the examination of quantitative data gathered from the self-
assessment of participants using a Likert-scale survey with a range from 1 to 5. Cronbach's
Alpha was the formula that was used by the researcher so that they could evaluate how
normal the questionnaire was. They did this by utilizing version 25 of the SPSS software. In
addition, the validation process included the utilization of expert validation. According to
Yusup (2018), validity is a term that describes the degree to which an instrument
demonstrates accuracy and precision. In the research that Creswell and Plano Clark (2018)
carried out, quantitative research methodologies were applied so that the researchers could
obtain an accurate numerical representation of the data.

The normalcy test's objective is to determine whether or not an instrument is suitable for
data collection by determining whether or not it produces results that are pertinent and
appropriate for the research being conducted. The methods of descriptive analysis have been
arranged in a methodical fashion in order to make the research findings more easily
understandable to the reader. On the other hand, inferential analytic methods are used to
make predictions or evaluations about a population by studying the characteristics of a
sample that was collected from that population (Abulela & Harwell, 2020). This is
accomplished by examining the features of a sample that was randomly selected from the
population.
Referensi

Dilafruz Muhamadjonovna, S. 2020. “the Development of Sociolinguistic Competence of

Future English Language Teachers Through Computer Technologies.” Eur. J. Res.
Reflect. Educ. Sci., 8 (3): 147–150.

Sarimsakova, D. 2021. “Developing the Sociolinguistic Competence of Future.” (2): 54–65.

Yan, J. 2023. “The Role of Sociolinguistics in English Teaching and How to Develop
Sociolinguistics Competences of Future Teachers.” Lect. Notes Educ. Psychol. Public
Media, 7 (1): 140–145. [Link]

Abdikarimova, M., Tashieva, N., Kyzy, A. T., & Abdullaeva, Z. (2021). Developing
Students Verbal Communication Skills and Speech Etiquette in English Language
Teaching. Open Journal of Modern Linguistics, 11(01), 83– 89.
[Link]

Abulela, M. A. A., & Harwell, M. (2020). Data Analysis: Strengthening Inferences in

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