ppt vignette reflective teaching
Sar i Hidayat i, M. A.
Yogyakar t a St at e Univer sit y
sar i_hid@yahoo.com/ sar i_hidayat i@uny.ac.id
Paper present ed at t he 61st TEFLIN Int ernat ional Conf erence, Oct ober 7-9, 2014, Lor In Hot el, Solo
I.
English for Specific Purposes (ESP)
• init ially developed
at t he end of Second World
War in 1945
• as t he response of
expansions in science,
t echnology and commerce
• brought
a consequence of English becoming t he
accept ed int ernat ional language
• In it s development ,
ESP is def ined by
Hut chinson and Wat ers (1987) as an approach
t o language learning
• specif ically aimed t o meet
learners.
part icular needs of
Being simpl y an approach (Hut chinson and
Wat ers, 1987) :
•
ESP does not ref er t o a special f orm of
language, grammar nor dif f erent f orm of
language t eaching.
• Rat her,
it is an aproach t o course designs t hat
accomodat e part icular needs of learners
This paper describes t he challenges f aced by
st udent s t aking ESP as universit y subj ect
part cularly in conduct ing proj ect on course
design.
II. ESP in t he Curr iculum
In English Educat ion St udy Program, Yogyakart a St at e
Universit y:
• ESP course has t wo credit s
• t aken by st udent s in t heir sixt h semest er
• at t ended by bet weeen 40 and 50 st udent s
• bef ore t aking ESP subj ect t he st udent s t ook subj ect s
such as Sociolinguist ics, TEFL Met hodology, English
Inst ruct ional Technology, and School Curriculum
Development
• some ot her similarly support ing subj ect s,
such as
Mat erials Development and Language Assessment are
t aken in t he same semest er.
This course is aimed at
• providing skills in designing programs on English
f or Specif ic Purposes whet her f or t he needs of
occupat ional or general schools
• creat ing an at t it ude t o give an emphasis on t he
learner and t he pract ical needs of learning
English
• providing experiences and exercises in specif ic
vocabulary f or specif ic discipline
Transf erring t he course descript ion t o t he realit y. .
• dividing t he syllabus int o t wo maj or t hemes,
i. e.
discussions of t heories and workshops
• f ocusing more on t he workshops t han t he
discussions of t heories
The ult imat e goal is t hat I can bring int o t he
classroom t he r eal life exper ience of designing ESP
courses
Topics covered in discussion sessions include basic
concept s as
What is ESP?
The Development of ESP
Meanwhile, t he f undament al t opics in f ramework of
ESP course design such as
ESP as an Approach,
Concept ualizing Cont ent ,
Formulat ing Goals & Obj ect ives,
Needs Analysis & Assessing Needs,
Organizing t he Course (syllabus design), and
Mat erials Development and Evaluat ion
are int egrat ed int o t he workshop.
During t he workshops:
work in groups of 4-5 members
As some t opics need a f ollow-up out side
classsroom, t hey need more t han one meet ing
t o complet e, e. g. t he t opic of Needs Analysis
and Assessing Needs t ook 3 meet ings f or
st udent s t o come up wit h t he result
E. g. Needs Analysis and Assessing Needs
Week 1 : a discussion of t he concept s,
result
a brief descript ion of t he t arget learners and
a list of int erview quest ions f or t he Needs Analysis
process
f ollow-ups
st udent s’ proj ect out side classroom t o
conduct Needs Analysis by int erviewing and or
observing t he t arget learners.
Week 2 : st udent s present ed t he result of t he
int erview and observat ion and received f eedback
f rom t he class and lect urer
Week 3 : st udent s handed in t he f inal draf t of t he
Needs Analysis, shared t heir experiences t o class and
ref lect ed upon what t hey did during Needs Analysis
process based on t he guiding quest ions
III. Challenges in Designing ESP course
A. Det ermining Goals and Obj ect ives
Concept ualizing t he inf ormat ion of ‘ What do learners
need t o learn?’ int o part icular goals and obj ect ives
Some st udent s f ound t hat t he obj ect ives t hey
suggest ed seemed t oo general
B. Designing Syllabus
select ing, adapt ing and put t ing t he language f ocus in
appropriat e sequence
det ermining course durat ion, t he number of
meet ings, and mat ching what learners need t o learn
wit h t heir language prof iciency seemed t o be
demanding t asks
C. Developing Mat er ials
collect ing t ext s cont aining relevant t opics in
learners’ f ield
adj ust ing t he t ext s wit h learners’ level of prof iciency
once t hey came across t opic-relevant t ext s
IV. Conclusion
First , applying a f ramework of course development
suggest ed by Grave (1996a) helped st udent s t o have a
clear procedure t o conduct t he proj ect .
Second, st udent s needed more t rainings t o put t he
concept s int o pract ice, especially in f ormulat ing t he
goals and obj ect ives, organizing t he cont ent s t o
produce a syllabus and searching f or suit able
mat erials t hat f it learners’ needs.
Finally, ref erring back t o t he concept of ESP as an
approach, not having it s own language, met hodology
nor a specif ic f orm of language t eaching, it is
believed t hat success at t ained in ESP class result s
f rom support s f rom t he t eaching learning process in
ot her subj ect s, such as TEFL Met hodology, Mat erials
Development , and Sociolinguist ics in Educat ional
Cont ext s. Thus, int egrat ing t he not ion of ESP in such
subj ect s is well wort h considering.
Thank you
REFERENCES
Hut chinson, T & Wat ers, A. (1991). Engl i sh f or Speci f i c
Pur poses: A Lear ni ng-Cent er ed Appr oach . Cambridge:
Cambridge Universit y Press
Graves, K. (1996a). A f ramework of course development
processes. In Graves, K. (Ed. ). Teacher s as Cour se
Devel oper s. Cambridge: Cambridge Universit y Press.
Graves, K. (1996b). Teacher s as Cour se Devel oper s.
Cambridge: Cambridge Universit y Press.
Graves, K. (2000). Desi gning Language Cour ses: A Guide
f or Teacher s. Canada: Heinle and Heinle Publishers
Yogyakar t a St at e Univer sit y
sar i_hid@yahoo.com/ sar i_hidayat i@uny.ac.id
Paper present ed at t he 61st TEFLIN Int ernat ional Conf erence, Oct ober 7-9, 2014, Lor In Hot el, Solo
I.
English for Specific Purposes (ESP)
• init ially developed
at t he end of Second World
War in 1945
• as t he response of
expansions in science,
t echnology and commerce
• brought
a consequence of English becoming t he
accept ed int ernat ional language
• In it s development ,
ESP is def ined by
Hut chinson and Wat ers (1987) as an approach
t o language learning
• specif ically aimed t o meet
learners.
part icular needs of
Being simpl y an approach (Hut chinson and
Wat ers, 1987) :
•
ESP does not ref er t o a special f orm of
language, grammar nor dif f erent f orm of
language t eaching.
• Rat her,
it is an aproach t o course designs t hat
accomodat e part icular needs of learners
This paper describes t he challenges f aced by
st udent s t aking ESP as universit y subj ect
part cularly in conduct ing proj ect on course
design.
II. ESP in t he Curr iculum
In English Educat ion St udy Program, Yogyakart a St at e
Universit y:
• ESP course has t wo credit s
• t aken by st udent s in t heir sixt h semest er
• at t ended by bet weeen 40 and 50 st udent s
• bef ore t aking ESP subj ect t he st udent s t ook subj ect s
such as Sociolinguist ics, TEFL Met hodology, English
Inst ruct ional Technology, and School Curriculum
Development
• some ot her similarly support ing subj ect s,
such as
Mat erials Development and Language Assessment are
t aken in t he same semest er.
This course is aimed at
• providing skills in designing programs on English
f or Specif ic Purposes whet her f or t he needs of
occupat ional or general schools
• creat ing an at t it ude t o give an emphasis on t he
learner and t he pract ical needs of learning
English
• providing experiences and exercises in specif ic
vocabulary f or specif ic discipline
Transf erring t he course descript ion t o t he realit y. .
• dividing t he syllabus int o t wo maj or t hemes,
i. e.
discussions of t heories and workshops
• f ocusing more on t he workshops t han t he
discussions of t heories
The ult imat e goal is t hat I can bring int o t he
classroom t he r eal life exper ience of designing ESP
courses
Topics covered in discussion sessions include basic
concept s as
What is ESP?
The Development of ESP
Meanwhile, t he f undament al t opics in f ramework of
ESP course design such as
ESP as an Approach,
Concept ualizing Cont ent ,
Formulat ing Goals & Obj ect ives,
Needs Analysis & Assessing Needs,
Organizing t he Course (syllabus design), and
Mat erials Development and Evaluat ion
are int egrat ed int o t he workshop.
During t he workshops:
work in groups of 4-5 members
As some t opics need a f ollow-up out side
classsroom, t hey need more t han one meet ing
t o complet e, e. g. t he t opic of Needs Analysis
and Assessing Needs t ook 3 meet ings f or
st udent s t o come up wit h t he result
E. g. Needs Analysis and Assessing Needs
Week 1 : a discussion of t he concept s,
result
a brief descript ion of t he t arget learners and
a list of int erview quest ions f or t he Needs Analysis
process
f ollow-ups
st udent s’ proj ect out side classroom t o
conduct Needs Analysis by int erviewing and or
observing t he t arget learners.
Week 2 : st udent s present ed t he result of t he
int erview and observat ion and received f eedback
f rom t he class and lect urer
Week 3 : st udent s handed in t he f inal draf t of t he
Needs Analysis, shared t heir experiences t o class and
ref lect ed upon what t hey did during Needs Analysis
process based on t he guiding quest ions
III. Challenges in Designing ESP course
A. Det ermining Goals and Obj ect ives
Concept ualizing t he inf ormat ion of ‘ What do learners
need t o learn?’ int o part icular goals and obj ect ives
Some st udent s f ound t hat t he obj ect ives t hey
suggest ed seemed t oo general
B. Designing Syllabus
select ing, adapt ing and put t ing t he language f ocus in
appropriat e sequence
det ermining course durat ion, t he number of
meet ings, and mat ching what learners need t o learn
wit h t heir language prof iciency seemed t o be
demanding t asks
C. Developing Mat er ials
collect ing t ext s cont aining relevant t opics in
learners’ f ield
adj ust ing t he t ext s wit h learners’ level of prof iciency
once t hey came across t opic-relevant t ext s
IV. Conclusion
First , applying a f ramework of course development
suggest ed by Grave (1996a) helped st udent s t o have a
clear procedure t o conduct t he proj ect .
Second, st udent s needed more t rainings t o put t he
concept s int o pract ice, especially in f ormulat ing t he
goals and obj ect ives, organizing t he cont ent s t o
produce a syllabus and searching f or suit able
mat erials t hat f it learners’ needs.
Finally, ref erring back t o t he concept of ESP as an
approach, not having it s own language, met hodology
nor a specif ic f orm of language t eaching, it is
believed t hat success at t ained in ESP class result s
f rom support s f rom t he t eaching learning process in
ot her subj ect s, such as TEFL Met hodology, Mat erials
Development , and Sociolinguist ics in Educat ional
Cont ext s. Thus, int egrat ing t he not ion of ESP in such
subj ect s is well wort h considering.
Thank you
REFERENCES
Hut chinson, T & Wat ers, A. (1991). Engl i sh f or Speci f i c
Pur poses: A Lear ni ng-Cent er ed Appr oach . Cambridge:
Cambridge Universit y Press
Graves, K. (1996a). A f ramework of course development
processes. In Graves, K. (Ed. ). Teacher s as Cour se
Devel oper s. Cambridge: Cambridge Universit y Press.
Graves, K. (1996b). Teacher s as Cour se Devel oper s.
Cambridge: Cambridge Universit y Press.
Graves, K. (2000). Desi gning Language Cour ses: A Guide
f or Teacher s. Canada: Heinle and Heinle Publishers