a. Procedural syllabus, in which learning tasks and activities should represent the use of language rather than language exercises.
b. Task-based syllabus, in which the selection of tasks and activities is considering the subject matter, the goal, and the context.
c. Content syllabus, in which the language learning can be developed through a subject matter.
d. Natural approach, in which the central point of this syllabus is comprehension.
From the elaborations of some syllabuses above, the writer would like to choose the content-based syllabus which is properly applied in a course of English
for Specific Purposes like in the research for it establishes the language learning within subject matter. Since it views language learning can be established within a
specific subject area, the language knowledge and other knowledge are developed simultaneously. Therefore, the writer perceives that the learning would be
efficient for the learners Biology teachers can obtain both knowledge of language and knowledge of Biological matters employed as supporting
information to carry out their bilingual classes. Hence, for Biology teachers, the topics of learning should be in Biological area e.g. health, diseases, global
warming, etc..
2. Materials Development
As stated previously, Yalden’s model needs materials development theory in order the writer is capable to develop the materials. Consequently, in this part,
the writer discusses a model for developing materials. Hutchinson and Waters 1987:107 state that “a material model must be clear and systematic, but flexible
enough to allow for creativity and variety.” According to Moore as cited by Robinson 1991:61, “procedural guide to producing a unit … is not to provide a
recipe for materials production but to set out some of the procedures which team preparation helped to make explicit.” Therefore, Hutchinson and Waters present a
model which can be an outline in designing materials. Nonetheless, as stated by Moore, it does not mean that the designed materials cannot be modified.
The Hutchinson and Waters’ model consists of four elements Hutchinson and Waters, 1987:108-109. The elements are:
a. Input Input is given for the learners to recall the learners’ background knowledge
or existing information related to the content of material. Input is essential to introduce the content. It may be by reading a text, listening to an audio
cassette, answering questions, etc. b. Content focus
Here, the writer focuses the materials on the specific skill which is to be taught listening, speaking, reading, or writing. The learning will be more
effective when the content is related to daily lives. c. Language focus
In language focus, learners are given opportunity to study language by identifying words nouns, verbs, adverbs, etc., analyzing parts of a text, etc.
d. Task Task is a necessary part of every learning activity. Task makes learners
practice and use their knowledge both of language and content. It is also employed to measure learners’ understanding.
The four elements proposed by Hutchinson and Waters are utilized as a basis to develop the learning activities in the materials. As they function as a
basis, the writer may modify andor complete it with other learning activities models such as types of reading activity proposed by Wallace and five stages of
teaching reading suggested by Cushenbery which both of them are discussed under theory of reading in this chapter. Thus, the learning activities of the
materials should offer those four elements elaborated above. In developing materials, the writer does materials adaptation as well.
Materials adaptation is used to make the materials suitable for specific learners, teachers or situations Tomlinson and Masuhara, 2004:11. To adapt the materials,
Tomlinson and Masuhara 2004:15-16 present the techniques for materials adaptation which are divided into three main categories in terms of quantity: Plus
+, Minus -, or Zero 0. The categories are described below. a. Plus Category
Table 2.1 Techniques and Examples of Plus Category in Materials Adaptation Tomlinson and Masuhara, 2004:16
Techniques Examples
Addition Teachers may add different texts andor activities.
Expansion Teachers may expand texts and activities by increasing the
length, difficulty, depth, etc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Minus Category
Table 2.2 Techniques and Examples of Minus Category in Materials Adaptation Tomlinson and Masuhara, 2004:16
Techniques Examples
Deletion Teachers may delete some texts andor activities altogether.
Subtraction Teachers may decrease the number of sentences in a text or
part of an activity. Reduction
Teachers may reduce texts and activities by decreasing the length, difficulty, depth, etc.
c. Zero Category
Table 2.3 Techniques and Examples of Zero Category in Materials Adaptation Tomlinson and Masuhara, 2004:16
Techniques Examples
Modification Teachers may make changes to instructions.
Replacement Teachers may swap one activity with another.
Reorganization Teachers may change the position of texts and illustrations.
Resequencing Teachers may change the sequence of the activities.
Conversion Teachers may change the genre of a text from narrative to
poem, or move the content from one medium to another e.g. from print to a web page.
To make the materials suitable for the learners, the writer does some of Tomlinson and Masuhara’s techniques. The techniques which are going to be
carried out to make some changes in the materials include addition Plus Category, reduction Minus Category, and reorganization Zero Category.
Here, addition is accomplished to add some learning activities. Reduction is to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
reduce the length, the difficulty, and the depth of reading texts. Meanwhile, reorganization is done to change the position and illustrations of the texts.
3. English for Specific Purposes ESP
The research, “Designing a Set of English Reading Materials for Biology Teachers”, is closely relating to ESP since it is intended for the specific learners
which are Biology teachers. Hutchinson and Waters 1987: 16 state that ESP can be classified based on the general nature of the learners’ purpose English for
Academic PurposesEAP and English for Occupational PurposesEOP and the learners’ specialism English for Science and TechnologyEST, English for
Business and EconomicsEBE, and English for Social SciencesESS. Based on the learners’ purpose, the research can be categorized as EAP
because the designed materials are going to be used for educational development. Nonetheless, since the research is for the learners who are willing to maintain
their profession’s demand, it can also be categorized as EOP. Based on the learners’ specialism, the research is classified into EST for it is dealing with
Biology field. Therefore, the research is under ESP theory. Additionally, in Developments in English for Specific Purposes: A multi-
disciplinary approach, Strevens as cited by Johns and Dudley-Evans 2006:3 states that there are four absolute characteristics and two variable characteristics
that define English language teaching to be considered as ESP. The four absolute characteristics are presented on the following page.
