Analysis Process of Designing the Model

82 writing, reading, and listening. The four skills are not provided in every meeting because it is adjusted to the topics. There are at least two skills given for each topic and combined between receptive and productive skills. Each skill takes more or less 25 of the learning process which means that the balance of the four skills is important to be considered. To give detail information, the syllabus is provided in Appendix 3. In this study, because of the time constraints in designing the learning model, the researcher decided to provide 15 meetings for one semester. The amount of the meeting considered the minimum requirements of the language program. Those meetings would cover the topic discussion, mid-test, and final test. The researcher also conducted needs analysis to the second semester students of Duta Wacana Christian University and Muhammadiyah University of Yogyakarta. The students were taking the general English class. Questionnaires were distributed to know the students’ needs for general English class, including the students’ goals, learning materials, learning process or activities, and constraints. The data gained aimed to help the researcher articulate the beliefs. After distributing the questionnaires, the researcher analyzed the data gathered. Since the data gathered are qualitative data, it is considered to be the rough materials from the world the researchers are studying Bogdan Biklen, 1992, p.106. Hence, the needs are assumed based on the data gathered and data display. The researcher could draw the conclusion, including determining the context and articulating beliefs. The questionnaires were distibuted to the students who are taking the general English class. There were one hundred and thirty three students as participants and they are from accounting, management, architecture, economic and banking, and 83 government administration study programs. The first part of the questionnaire consisted of 29 items which found out students’ experience in using English in the class and outside the class. The students should choose four options, those were strongly agree SA, agree A, doubtful D, disagree DA, and strongly disagree SDA. From the scale 1 to 5, the researcher got the expected mean, i.e. 3.00. Items number 1 to 2 asked about the frequency of using English outside the class. Students often used English outside the class gained 3.20, meanwhile students sometimes used English outside the class gained 3.71. Both were above the expected mean. It meant the students were quite frequent in using English to communicate outside the class. Then, there were four items asked about the goal of students in learning English. The mean of those four statements gained more than 4.00. Students should be able to communicate in English in order to help them compete positively and build connection with other people from diferrent countries. Items number 7 to 10 figured out students’ interests during their study. Students were interested in learning speaking gained 4.56. Then, learning writing gained 4.46. Students were interested in reading English texts gained 4.44. They are strongly agreed that reading is important since they need to read English source books or journals. Students need to listen to presentation using English gained 4.12. It was still strongly agreed, but not became the major. Referring to the results, the learning model then should provide integrate skills of speaking, listening, reading, and writing in order to achieve the goals which the students expected. It is also one of the considerations for material development according to Graves 2000. Furthermore, considering the questionnaire results that is in accordance with the previous literature study, providing texts is also important to help the students learn 84 English through the spoken or written texts. The students get more exposure which stimulates them to easily understand the context and content of the text Dammaco, 2010. Therefore, written and spoken texts are necessary to be provided in the learning model and to cover the integrated skills. The summary of the mean can be describe as follows. Table. 4.1 . Students’ Responses of Item 1-10 NO. STATEMENT 5 4 3 2 1 TOTAL SCORE MEAN 1 I often use English outside class. 8 39 61 21 4 425 3,20 2 I sometimes use English outside class. 23 62 35 13 494 3,71 3 College students should be able to communicate in English. 56 44 29 3 1 550 4,14 4 Communicating in English helps college students to compete with other people. 70 51 10 2 588 4,42 5 Communicating in English helps college students to connect to other people globally. 80 48 4 1 605 4,55 6 Communicating in English helps college students to cooperate to other people globally. 81 45 6 1 604 4,54 7 I need to read English texts in my major. 79 41 8 2 3 590 4,44 8 I need to listen to presentation using English. 50 53 26 4 548 4,12 9 Speaking is important to communicate for college students. 83 44 4 2 607 4,56 10 Writing is important to communicate for college students. 73 50 8 2 593 4,46 In addition, there were four items check th e students’ vocabulary mastery. Students strongly agreed that vocabulary is important to include in learning general PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 85 English, which was showed by the mean score, 4.67. During the learning process, most students had learned less than 500 English vocabularies. The mean score gained 3.37. Students also had learned between 500-1500 vocabularies. However, the mastery is fair since the score only gained 3.11. Almost all students had not mastered more than 1500 vocabularies because the mean score is under the expected mean, i.e 2.84. Thus, it can be inferred that most students had learned less then 500 words during the general English class. Then, the students also strongly agreed that grammar and expressions are important to learn in general English class. It was proved by the mean score for learning grammar was 4.37 whereas the mean score of learning English expressions was 4.40. Therefore, those three language components; vocabulary, grammar, and expressions, would be considered in the designed learning model. This idea goes along with Graves’ suggestions for material development. The target relevant aspects, such as grammar, language expressions, and vocabulary can be provided for the students to learn English, and help the researcher choose the appropriate texts Graves, 2000. The summary of the mean score is presented below. Table 4.2. Students’ Responses of Item 11-16 NO. STATEMENT 5 4 3 2 1 TOTAL SCORE MEAN 11 Vocabulary is important in learning general English. 92 38 3 621 4,67 12 I have learned less than 500 vocabularies. 13 36 73 9 2 448 3,37 13 I have learned between 500 - 1500 vocabularies. 7 24 81 19 2 414 3,11 14 I have learned more than 1500 vocabularies. 5 12 78 33 5 378 2,84 15 Grammar is important in learning general English. 61 62 8 2 581 4,37 86 NO. STATEMENT 5 4 3 2 1 TOTAL SCORE MEAN 16 Expressionsgambits are important in learning general English. 62 64 5 2 585 4,40 The next items were used to find out what kind of learning activities that students need. The mean score of the idea that learning general English involves the four skills was 4.60, which meant that students strongly agreed that the four skills were integrated in the learning process. Then, there were some learning activities that students strongly agreed to provide in general English class, those were speaking practice 4.59, listening practice 4.32, writing practice 4.34, role-play 4.20, reading practice 4.32, and presentation 4.22. Meanwhile, the mean score for discussion was 3.93, which meant that activity was good to be provided in the class. Based on the results in which the score range of every skill was from 4.10 to 4.60, the students needed to learn the four skills which were integrated and presented through activities, such as role-play, presentation, and discussion. This condition was in acco rdance with Far’s statement, i.e. in general English class, the skills must be integrated because the learners have to be provisioned with reading, listening, speaking, and writing, although it is still on the surface Far 2008. Then, the language learning involves many activities that influence the learning process. The combined activities should be considered because each activity has its portion. Consequently, language course should cover balanced activities. According to Nation 2007, balancing the learning activities is necessary, so that the researcher decided to include the four strands to describe a framework which sees the appropriate balance of opportunities for learning. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 87 four strands became the basis in determining the learning activities which could be appropriate for the students. After that, related to the assessment that could be provided, students agreed that quiz, mid-test, and final test are good to check their learning progress. The mean score for weekly quiz was 3.74, and the mean score for mid and final test was 3.83. Based on the previous result and the underlying theory in chapter two, formative and summative assessment should be provided in the learning process. Assesing learning in course design is influenced by four major purposes, they are assessing proficiency, diagnosing ability, assessing progress, and assessing achievement. Proficiency level of the students can be assessed in the pre or post courses Bailey, 1998. During the learning process, pre, progress, and post assessments were better provided in order to identify and measure whether the goal could be achieved. Therefore, the assessments were given in form of pre-test, mid- term test, and final test. The last two items asked about the text provided in the learning material. The result aimed as the additional consideration to provide the texts. The students strongly agreed that the texts should relate to their immediate needs. It was proved by the mean score, 4.15. The length of the texts should be less then 500 words. From the results above, it can be inferred that students need 200-to-500-word texts which are related to aspects of study or life. The summary of the mean score can be described as follows. 88 Table 4. 3. Students’ Responses of Item 17-29 NO. STATEMENT 5 4 3 2 1 TOTAL SCORE MEAN 17 Learning general English involves reading, writing, speaking, and listening. 89 39 3 2 612 4,60 18 Speaking practice helps college students to be able to communicate fluently. 88 41 1 1 2 611 4,59 19 Presentation helps college students to be able to communicate fluently. 54 55 23 1 561 4,22 20 Performing role-play helps college students to be able to communicate fluently. 54 54 23 2 559 4,20 21 Listening practice helps college students to be able to communicate fluently. 61 57 13 1 1 575 4,32 22 Writing practice helps college students to be able to communicate fluently. 61 57 14 1 577 4,34 23 Reading practice helps college students to be able to communicate fluently. 58 63 10 1 1 575 4,32 24 Discussion helps college students to be able to communicate fluently. 40 56 28 6 3 523 3,93 25 Weekly quiz is appropriate to college students. 30 51 43 6 3 498 3,74 26 Mid and final test are appropriate to college students. 28 64 32 9 510 3,83 27 Relating learning to the relevant real-life context helps students to communicate. 56 60 15 2 569 4,28 28 The text-types should be related to the students immediate needs. 40 75 16 2 552 4,15 29 The length of the text shoul be less than 500 words. 12 55 60 6 472 3,55 In the second part of the needs analysis questionnaire, the researcher provided open questions to confirm students’ personal goal in learning general English and to obtain information about the topics they are interested in. The summary of the result is presented in the following table. 89 Table 4.4. Students’ Responses of Items 30-36 NO. QUESTION ANSWER 30 Why do you learn English?  Help me in my study and work  Build relation with other people from different countries  For carreer opportunities, especially after graduation  Being ready for MEA 31 What are your goals in learning English?  To understand how to write and speak in English  Speaking English well in order to support the job  To understand vocabulary, grammar, and pronounciation  To apply English in other subjects  To master at least 1500 vocabulary  To continue study abroad 32 Where will you need to use English?  Office  Campus  When I have trip abroad  Social media  Study abroad 33 What do you still need to learn?  Understand and memorize more vocabulary  Speakingpronounciation  Writing  Reading  GrammarTenses  Listening 34 What topics are you interested in? a. Introducing self b. Asking for and giving personal information c. Hobbies and interests d. Describing places e. Hopesdreams f. Describing family g. Asking for and giving direction h. Describing personality i. Describing physiscal appearance j. Giving advice 35 What issues are you interested in? a. Technology b. Culture c. Education d. Social media e. Health f. Economy g. Transportation 90 NO. QUESTION ANSWER h. Sports 36 What text- types do you prefer to learn? a. Descriptive b. Narrative c. Report d. Procedure e. Persuassive The result showed that most students learn English because of study and carrer opportunities. They belived that better comprehension in English helps college students to fulfill the requirements in working area. They could also apply English in other subjects and continue their study abroad. Therefore, students not only have basic knowledge in English, but they are ready to have English for Specific Purposes ESP and work. This idea tracked what was stated by Far 2008, p.3 that general English appoints contexts such as the school where needs cannot readily be specified so that it is considered as providing a broad foundation. It was supported by the following data. “Therefore, the goals are first, prepare for ESP; second, students have basic knowledge in English in order to help them achieve higher educational standard or for working .” Appendix 8 “GE class is a class designed not for specific purposes but refers to 4 skills. So, it is really general or so called survival English. Students are able to use English for surviving .”Appendix 8 Therefore, the goal of general English can be identified as a general rule, i.e. four skills are equally provided Far, 2008. The skills must be integrated because learners have to be provisioned with reading, listening, speaking, and writing, although it is still on the surface. Furthermore, this emphasized that students need to learn the four skills. Those skills actually had been provided, but most universities tended to focus on speaking or reading so that listening and writing were occasionally marginalized. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 91 Instead of the four skills, another components that are considered are vocabulary, grammar and expressions. After passing the general English class, students are expected to have more or less 1000 vocabularies which were used in daily life or working on projects. Thus, in the designed learning model, the researcher could put vocabulary mastery as part of the unit. “they learn more or less 1000 vocabularies.” Appendix 8 “Facing this condition, university created a program in which students from different background get English learning in order to have basic knowledge and prepare for ESP class. Since in ESP class students are demanded to be able to conduct presentation, write, and so on, they need to prepare .” Appendix 8 “I think, more or less students can conduct presentation, write paperjournal well. We also try to accomodate that, but not really maximum. However, the ac tivities are referred to those as well.” Appendix 8 Regarding the grammar and expressions, it could be provided by looking at students’ needs such as in conducting presentation, daily conversation, and writing notes or journals. Such materials are important for students because they would use English in any condition such as at campus, office, when they go abroad, and so on. Thus, the designed unit should contain at least three components, such as vocabulay, grammar, and expressions, which were put in the learning context. Based on the results of the questionnaire, it showed the topics, issues, and types of texts that students need to learn. The topics constituted several things that are related to daily life, such as introduction, personal information, asking for and giving direction, describing places, describing physical apperance or personality, and so on. Meanwhile, the students were interested in several issues like technology, culture, education, social media, and so on. The topics and issues would help the researcher determine what type of the texts should be provided and its contents. The researcher found that any kind of genres are appropriate to be given 92 to the students as long as it is contextual. Then, the length of the text could not be more than 500 words. “I think genre-based is good to be given to the students. We still teach descriptive text, narrative text, and so on, so almost all text we provide .” Appendix Therefore, whether it is descriptive, narrative, report, procedure, persuasive, or other text types should relate to the topics or issues which students were interested in. The information gathered from the questionnaire and interview were utilized to guide the researcher in constructing the syllabus. Those would be explained in the next section, that is Design.

2. Design

As stated in the previous step, this study would design a 2-credit learning model. It meant that every meeting lasts for 100 minutes 2x5 0’. In addition, the learning model was used in the regular course, being held for one semester. The meeting would consist of 15 meetings, including the assessments. Then, the researcher continued to the next step, which was Design. There were some processes involved, those were stating the general goal, stating the learning objectives, selecting the topics, and selecting the learning materials. All of the components would be put in a syllabus. In this study, mixed syllabus was chosen to provide all elements of the learning process in which a text-based learning model can be designed. The elements of mixed syllabus are integrated from a range of syllabus type, such as topic, function, grammar, vocabulary, skill, and learning activities Feez and Joyce, 2000, p.18. Thus, mixed syllabus was appropriate for the design. The components of the syllabus will be explained below. 93 The first component that was put in the syllabus was the learning goal. In this phase, the researcher firstly formulated the goal and then derived into learning objectives. The general goal of the designed learning model was derived from the National Education Department 2013, i.e. English for college students should achieve epistemic level in which students are able to transform knowledge using language. This idea was then related to Common European Framework References CEFR which became the expected standard for the college students to achieve. Hence, the formulated goal was to help students improve their English ability by providing a broad foundation in the four skills reading, listening, speaking, writing and contextual learning. Contextual learning meant that the learning materials would be related to college life. Then, the learning objectives were derived from the general goal and formulated by adapting the ‘can do’ statements of level B1 of CEFR Language Policy Unit, 2001. The objectives obviously became the indicators whether students are able to reach it or not. Moreover, the objectives were pondered to adjust the units and determine the learning activities. The learning model consisted of five units. Each unit contained two sub-units. However, the exeption was in the first unit. Because it was in the beginning of the course and class introduction was needed, the researcher added one more unit. Thus, the first unit had three sub-units. The following table presents the how learning objectives were formulated and distributed in the units. 94 Table 4.5. Formulation of the Learning Objectives General Goal ‘Can Do’ Statement Learning Objective Unit Independent User B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Listening can understand the main points of clear standard speech on familiar matters regularly encountered in daily life, work, school, leisure, etc  To identify the expressions of asking for personal information  To identify the language expressions of asking for and giving direction  To identify the language expressions of how to do something or procedures 1 2 3 Reading can understand texts that consist mainly of high frequency everyday or job-related language  To identify personal information  To read a map  To match the vocabulary and its definition  To identify the information about campus and class orientation  To identify the language expressions for describing physical appearance  To identify the information in written announcement  To identify the language expressions of how to give and ask for information  To identify the language expressions of how to ask for and give opinion  To identify the information provided in an advertisement text  To identify the information in the given text  To identify the language expressions of giving suggestion 1 2 2 4 4 4 3 5 5 5 5 Speaking can enter into conversation on topics that are familiar about personal, interest or pertinent to everyday life e.g. family, hobbies, work, travel and current events  To introduce one-self and others  To use the language expressions of starting a conversation and introducing one-self and others  To ask for personal information in simple way  To mention personal information in simple way  To use the language expressions of asking for and giving personal information  To ask for location or place at campus using the given language expressions  To give direction using the given language expressions  To describe someone’s physical appearance using simple utterances  To use the expressions of giving and asking for information in simple short conversation  To use the language expressions of how to do something or give procedures  To ask for and give opinion using the given language expressions 1 1 1 1 1 2 2 2 4 3 3 95 General Goal ‘Can Do’ Statement Learning Objective Unit  To ask for suggestions or tips to make a choice  To give someone suggestions or tips to make a choice 5 5 Writing can write simple connected text on topics which are familiar or personal interest  To write simple utterances related to personal information  To list the adjectives for describing physical appearance  To write a simple text related to advertisement e.g. poster, brochure, pamphlet to persuade others  To ask for suggestions or tips to make a choice 1 2 5 5 After formulating the learning objectives, the researcher worked with the topics. As stated by Feez and Joyce 2002, the most common starting point for developing unit is determine the topic for each unit. The researcher listed the topics which were important because the researcher needed to compile all necessary materials. Then, the topics were sequenced by considering which topic addressed straighforward an d concrete concepts, enabled to be linked to students’ daily life, and what level of difficulty. The topic was also used as the basis to find out the texts and the learning activities. Furthermore, the topics were selected based on the survey on the studen ts’ interests. There were some topics in which most students were interested, such as asking for and giving information or direction, describing someone, giving advice, and hobbies or interests. Nevertheless, since the designed model was related to college students, specifically novice level, the researcher also decided to adjust the topics to what students actually faced in their college life. Therefore, the topics intended to make students more familiar and to touch college students life. The list of the objectives and topics can be seen in table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 96 Table 4.6. List of Sequenced Learning Objectives and Topics Meeting Unit Objective General Topic Specific Topic 1 Pre-test 2 1.1  To introduce one-self and others  To use the expressions of starting a conversation and introducing one-self and others Welcome to campus a. Ice breaking – start a conversation b. Introduce one-self and others 3 1.2  To ask for personal information in simple way  To mention personal information in simple way  To use the language expressions of asking for and giving personal information a. Register one-self b. Get an ID card 4 1.3  To identify personal information  To identify the language expressions of asking for personal information  To write simple utterances related to personal information a. Social media account. b. Fill in a form 5 2.1  To identify the language expressions of asking for and giving direction  To ask for location or place at campus using the given language expressions  To give direction using the given language expressions Study orientation a. Ask for information about some places at campus b. Give direction of some places at campus 6 2.2  To list the adjectives for describing physical appearance  To identify the language expressions for describing physical appearance  To describe som eone’s physical appearance using simple utterances a. Announcement b. Email of someone’s description 7 Progress test 1 8 3.1  To identify the language expressions of how to do something or procedures  To use the language expressions of how to do something or procedures Media and resources a. Things and facilities in the library b. Get the access in the library 9 3.2  To identify the language expressions of how to ask for and give opinion  To ask for and give opinion using the given language expressions a. Internet access b. Campus facilities