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3. The Future Researchers in the Same Field
The result of the study can be used to carry out the similar study, in particular in designing contextual English instructional materials. Moreover,
credit-based modular approach can be used to develop course module and materials which are
expected to suit learners’ needs and the need of professional field.
F. Definition of Terms
There are some key terms that the researcher needs to explain in order to make the problem become clearer. Those key terms play important role in
defining the limitation and purpose of this research. They are as follows.
1. Course Design
In general course design can be considered as the act of planning materials and how a course will be conducted so that it will meet the needs of the course
participants. Woodward 2001, p. 1 describes planning as the act of:
“…considering the students, thinking of the content, materials and activities that could go into a course or lesson, jotting these down, having a quiet ponder,
cutting things out of magazines and anything else that you feel will help you to teach well and the students to learn a lot, i.e. to ensure our lessons and courses
are good.”
Hence, according to Woodward, a course plan is very practical, rooted on what working teachers see, experience and share with the students. It is something
flowing that the teacher do not need to stick tightly on it, but open to any adjustment due to changing situations. A course plan is meant to help teachers to
shape the space, time and learning they share with students Woodward, 2001, p. 1. In other place, Hutchinson and Waters 1987, p. 21 state that designing a
9 course is fundamentally a matter of asking questions in order to provide a reasoned
basis for the subsequent processes of syllabus design, materials writing, classroom teaching and e
valuation. Borrowing Kipling’s “honest serving men”, Hutchinson and Waters 1987, 21-22 exemplify typical questions asked by course design
developers as the following points:
Why does the student need to learn?
Who is going to be involved in the process?
Where is the learning to take place? What potential and limitations does the place provide?
When is the learning to take place? How much time is available? How
will it be distributed?
What does the student need to learn? What aspects of language will be needed and how will they be described? What level of proficiency must
be achieved? What topic areas will need to be covered?
How will the learning be achieved? What learning theory will underlie the course? What kind of methodology will be employed?
Those questions are generated from three basic questions in designing a course, namely “What?” language descriptions, “How?” learning theories, and
“Who? Why? Where? When? need analysis. This research also covered those questions in the interview for data gathering and the theories which were used as
the grounded theory for the research.
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2. Credit-based Modular Approach
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