Integrated Syllabus for Teaching English based on ESP Approach

4.3 Integrated Syllabus for Teaching English based on ESP Approach

Through this part, I will describe how an integrated syllabus for Diploma IV of Road Transport Safety Management Study Programme was designed based on ESP approach. Since ESP is known as a learner-centered approach to teaching English as a foreign or second language, the goal and objective the course will be in line with students’ need. 4.3.1 Planning Goal and Objective of the Course The goal of teaching English is that at the end of the course, the students will be able to communicate accurately, fluently and appropriately in both practical written and spoken English related to road safety management at functional level. Furthermore, the objectives are: 1. The students will be able to read scientificengineering textbook and manual in road safety transport management comprehensively for print and non print sources. 2. The students will learn how to write formal definition of technical terms and expression occurred in a journalpaper in their field of specialization. 3. The students will be able to use and understand appropriate gambits and expression in delivering formal presentation and information presented in graphs, charts, and tables. 4. The students will be able to listen and understand comprehensively to the given topic related to road safety transport management presented in a seminar or conference. 4.3.2 Conceptualizing the Course Planning and Syllabus Design 4.3.2.1 Course Rationale The course rationale of teaching English for Diploma IV of Road Transport Safety Management Study Programme is to improve their communication skills in English in order to improve their employment prospects. This course, furthermore, emphasizes in reading and speaking since the two English skills are needed to communicate in their future job. The course seeks to enable the learners to be able to read scientific textbook and journal related to road safety management. It also seeks to develop the learners’ skills particularly in delivering oral presentation. 4.3.2.2 Describing the Entry and Exit Level Describing the entry and exit level will be useful for syllabus designer to determine the level of students’ language skills. Information is gained through proficiency test such as TOEFL or IELTS. A TOEFL preparation test was conducted on April 14 th 2015 at 2 P.M. Moreover, it is used as entry level. The result shows that the average of students’ TOEFL test is 430. According to Shanks, et al 2010: 11, it is categorized into elementary proficiency. The students in elementary proficiency, further, are able to satisfy basic survival requirement, maintain very simple face-to-face conversation on familiar topics; think in native language and translate into English. The result of TOEFL not only describes the competency level of students but also implicitly describe the target need of the students. However, as an exit level, it is expected that the students will be able to achieve intermediate level in which students can initiate and maintain predicable face-to-face conversations; range and control of language limited and comprehend the content of various texts independently. 4.3.2.3 Course Content Choosing the course content, furthermore, deals with listing possible topics related to road safety management, units, skills, and other units of course organization needed by students of Diploma IV of Road Transport Safety Management Study Programme see appendix 9. 4.3.2.4 The Scope and Sequence Scope refers to the breadth and depth of coverage of items in the course. In contrast, sequence deals with deciding which content is needed early in the course and which provides a basis for things that will be learned later. The materials are selected from many sources as recommended by the head of the department and subject specialists. The proposed sources of materials are some authentic textbooks on road safety management, the existing commercial books of English road safety, articles from the internet, which can be used for developing reading skills and expanding vocabulary items. However, the sequence of the content is organized based on chronology which refers to the order in which events occur in the real world.

4.4 Redesigning an English Syllabus