DEVELOPING VOCATIONAL-BASED LEARNING MATERIALS TO WRITE SCIENTIFIC PAPERS TO IMPROVE THE POLYTECHNIC STUDENTS’ ACADEMIC WRITING SKILLS IN INDONESIAN LANGUAGE COURSE

This research seeks to develop vocational-based learning materials to write scientific papers, particularly tailored to improve the Polytechnic students’ academic writing skills entailed in Indonesian Language course. This research employed the combination of two modified instructional design models, namely, R2D2 (recursive, reflective, design, and development) and R&D (research and development. From the amalgamation of the two developmental models, the researcher obtained the development procedures as follows: (1) preliminary study, (2) determination, and (3) design and development. The learning materials encompass 5 learning competencies, namely, (1) writing scientific works, (2) scientific articles, (3) writing apprentice work reports, (4) writing citations and references, and (5) editing the language employed in scientific works. Those five competencies are developed in accordance with the characteristics of learning materials for Polytechnic students, namely, (1) encompassing competence on scientific works writing; (2) installing understanding on the nature of scientific works; (3) designing or composing scientific works; (4) explicating steps required to write scientific papers as standard operating procedure (SOP); (5) practicing writing scientific papers; (6) assessing the outcomes of the practice by using instruments.

and learning materials in Polytechnic. The linkage can be seen from the characteristics of each component above.
The aforementioned interrelationship is displayed in Figure 1. (3) such an observation is intended as a means to enable students to understand the form of scientific works as well as to be employed as a modeling text; (4) the steps of writing scientific papers that can be used by the students as standard operating procedures are explicated; (5) the assessment of the results of the practice can be done independently by the students and the lecturers by utilizing assessment guides in the form of prepared instruments; (6) enjoyable and student-centered learning is highly encouraged. The research procedures are displayed in Figure 2.

Figure 2: Research Procedures
There is two main activities in the development process, namely, (1) design determination and (2) product development. The process of determining the design was done by administering the FGD with Indonesian lecturers and students by considering the preliminary study (needs analysis). The next step was projected as validation testing gained from practitioners and experts on Indonesian as well as vocational learning. Based on the results of FGD and practitioners and experts validation, the design of learning materials to write scientific papers for Polytechnic students are as follows: (1) the competence that the students have to attain entails the ability to write scientific works, scientific articles, and apprentice work reports, and (2) the structure of the learning materials encompasses several stages as understanding the nature of scientific works, formulating scientific works, understanding the steps of writing scientific papers, the practice of writing scientific papers, and assessing the results of the practice of writing scientific papers. done by students when they make a practice to write scientific papers. The writing step is a standard operating procedure (SOP) that students must perform like what students have to do in workshop and lab work practices. Referring to SOP as a guideline in practicing to write is a simple way to achieve the skills of writing scientific papers. The next step is to develop learning activities related to the practice of writing scientific papers. The practice is also guided by the steps that must be accomplished by the students during the practice of writing scientific papers.
The purpose of evaluation development is to determine the learning outcomes achieved by the students. The evaluation in this textbook is developed in the form of instruments so that the students can use them to measure the tasks that have been done on their own. In such a way, the students can always independently enhance their competency achievements.

Findings
The research findings consist of two components, namely, (1) the specification of learning materials and (2) learning materials product. The product specification of learning materials to write scientific papers is based on the results of the study of vocational learning theories and consideration to the results of the examination of experts on Polytechnic education technology, experts on Indonesian learners, and practitioners. The review from the experts and the practitioners was employed as a consideration to improve the product specifications. The results of the refinement yielded (1) a product in the form of learning materials to write scientific papers for Polytechnic students and (2) a product particularly designed to meet the characteristic of learning in Polytechnic which places a great emphasis on practice.
The theory presented fully supports the practice of improving the scientific papers writing skills; (3) broadly speaking, the sequence of the learning materials encompasses essence, an outline of the basic competence, an observation of scientific texts, and practice; (4) to achieve the competence, the students carry out activities to understand the nature of scientific papers by observing the texts; (5)  practice writing scientific papers, the learning activities proceed with understanding the steps, followed by practice, and end with self-assessment using the prepared instruments; and (6) the developed learning material is packed in the form of a book or an e-book version.
The development of learning materials to write scientific papers contains four sub-discussion, namely, (1) understanding the nature of scientific work, (2) designing scientific papers, (3) preparing the introduction, (4) preparing the discussion, (5) arranging the cover, and (6) compiling a list of references. These six sub-sections are elucidated in the following description.
The presentation of the materials proceeds with exposing the nature of scientific work. In this part, the definition and the nature of scientific works are presented, followed by the presentation of types of reasoning used in such a setting, and the observation of the texts. In the next sub-sections encompassing preparing the introductory section, the discussion section, and the cover section, and compiling a list of references always comprise of activities as follows: (1) observing, (2) preparing the writing of scientific papers, (3) determining the steps, (4) practicing writing, and (5) assessing the results of the practice based on the instruments already provided.

Description of Learning Material Product Specification
The product specification was prepared by considering the results of experts' and practitioners' review. The validation entailed comments, criticism, suggestions, and assessment of the developed product. The review was furthermore employed as a consideration to improve the product specifications.
In accordance with the vocational learning experts' validation on the specifications of the product, it generated a result stating that it generally is feasible Pertaining to the experts' review on the content and the presentation of the learning materials in the product, the results comprise of following aspects: (1) the material presented in the teaching materials is in accordance with the objectives and reflects the elaboration that supports the achievement of the objectives; (2) the presentation of the concept is sufficient as the teaching material is purposefully arranged to enable the students to write scientific papers, not only learning about scientific works; (3) pictures and cases presented are in accordance with the real and situational context in the Polytechnic; (4) practical assignments have been assigned to groups and individuals; The systematic presentation of each chapter is consistent, as evidenced by every unit proceeding with nature, the observation, the procedure, and the scientific papers writing practice; it ends with self-assessment activities.
The general comments gained from practitioners state that (1) one of the advantages of this product is the distinctive characteristic of the learning steps and (2) it does not teach about scientific papers but learn to write scientific papers.

Learning Component Section
The present product begins with an introduction. Moreover, there are four things that need to be understood by the students in utilizing teaching materials, namely, (1) understanding the purpose of studying the book, (2) knowing the expected results, (3) knowing the benefits of studying the book, and (4) implementing appropriate strategies in using the book.
The expected results include increasing the level of competence in writing scientific papers. It endorses the opinion of Tomskin (1990) asserting that the learning materials can determine the success of learning as a whole. In order to obtain effective results, the learning strategies refer to several components such as to understand the concepts presented, design or compose scientific papers, observe texts, and practice writing scientific papers.
Based on the description above, this section can be regarded as a guideline for using the book in the process of learning to write scientific papers for Polytechnic students. The guidance plays an important position in learning.
Therefore, it needs to be carefully prepared so that the learning process can reach the target.
The learning materials for writing scientific papers contain several competencies, namely, (1) writing scientific papers, (2) scientific articles, (3) apprentice work reports, (4) a lost of citations and references, and (5)  The next learning activity is the practice of selecting and limiting the topic of scientific work. In this section, the students set their own selected topics by aligning it with the requirement of topic selection. The practice of selecting and limiting topics should be done based on pre-defined steps. In the practice stage, the students can work independently and also collectively. After that, the students present their results to the others. The students can also flexible ask questions and give feedback.
The lecturer plays a role as a facilitator who provides reinforcement of the learning material so that the students can gain a complete understanding of how selecting and limiting the topic of scientific work.
The results of the students in selecting and limiting the topic also can be selfassessed by the students themselves by utilizing the instruments that have been provided. By this instrument, it allows the students to know the mistake and then fix it by themselves. The instruments used to assess the results of practice can be seen in the following figure. The next step is learning how to write a scientific paper including the steps to write the introduction, the discussion, the conclusion, and the list of references.
The steps of writing a scientific paper present the procedure of writing a scientific work. In order to achieve a fully potential competence from practical activities, the steps of scientific work writing should be aligned with the standard procedures. Every procedure should be followed by the students. The following figure provides the procedure of writing a scientific paper.

CONCLUSIONS AND SUGGESTIONS
The learning materials for writing scientific works for Polytechnic students include 5 skills: (1) writing scientific works, (2) writing scientific articles, (3) writing apprentice work reports, (4) quoting and writing reference lists, and (5) editing language employed in scientific works.
The product developed in this research is a relevant learning material to write scientific works for Polytechnic students. This can be seen from the practice activities that represent the hallmark of Polytechnic education. To support the practical activities, the learning steps encompass observing the text, understanding the steps of writing scientific papers, practicing writing scientific papers, and assessing the results of the writing.
Based on the foregoing presentation of results and discussion, the following are suggestions for its utilization, dissemination, along with recommendations for future research and further development. For lecturers teaching Indonesian, they can use this product as one of the learning materials in writing scientific works for three reasons: first, based on the results, this research product can be accounted academically and conceptually. Therefore, it also improves the students' ability in writing scientific works. Secondly, based on the results of the effectiveness test, it reveals that the writing material of this scientific works can improve the ability to write scientific papers.
The supervisors of the Student Activity Unit (UKM) of Academic Division can utilize this research and development products as one of the models in developing scientific writing activities for two reasons: first, this research and development product tender teaching materials to write scientific papers that is relevant to the education system at Polytechnic Institute; secondly, this research and development products offer learning materials for scientific works writing on which it proceeds with pre-writing activities, writing activities, and post-writing activities. Thus, it is expected that those three steps of process-oriented writing can fully enhance the student's ability and potential in writing scientific works.
The elements in charge for maintaining the development of learning in Polytechnic, for instance, P3AI, are suggested to use this result of this research and development endeavor as one of the development model of learning materials in Polytechnic.
This learning material has not been validated by experts and practitioners to test its effectiveness. Given the importance of the students' ability to write scientific works and the complexity of writing skills, therefore, it is recommended for future research to validate and test the effectiveness of this research product. By validating and testing the effectiveness of the product, it will obtain an ideal learning material as an effort to improve academic writing skills for Polytechnic students.