English instructional materials for The Mechanical Engineering students of Sanata Dharma University - USD Repository

  

ENGLISH INSTRUCTIONAL MATERIALS

FOR THE MECHANICAL ENGINEERING STUDENTS

OF SANATA DHARMA UNIVERSITY

A THESIS

  Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By

  

CLARA AURORA

Student Number: 031214003

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2008 A Thesis on ENGLISH INSTRUCTIONAL MATERIALS FOR THE MECHANICAL ENGINEERING STUDENTS OF SANATA DHARMA UNIVERSITY

  By CLARA AURORA

  Student Number: 031214003 Approved by

  Date Made Frida Yulia, S.Pd., M.Pd.

  14 August, 2008 Major sponsor Christina Kristiyani, S.Pd., M.Pd.

  14 August, 2008 Co-sponsor

  A Thesis on ENGLISH INSTRUCTIONAL MATERIALS FOR MECHANICAL ENGINEERING STUDENTS OF SANATA DHARMA UNIVERSITY

  By CLARA AURORA

  Student Number: 031214003 Defended before the Board of Examiners on 22 August, 2008 and Declared Acceptable

  

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ____________________

Secretary

  : Made Frida Yulia, S.Pd., M.Pd. ____________________

  

Member : Made Frida Yulia, S.Pd., M.Pd. ____________________

Member : Christina Kristiyani, S.Pd., M.Pd. ____________________

Member

  : Carla Sih Prabandari, S.Pd., M.Hum. ____________________ Yogyakarta,

  22 August, 2008 Faculty of Teachers Training and Education Sanata Dharma University Dean,

  

If your life seems to be going from bad to worse,

sending you into depression and despair,

remember that God always hears and answers our cries,

but IT’S IN HIS TIME, NOT OURS.

  

(Julie Ackerman Link)

• *************

  8

  I would like to dedicate this thesis to:

God in Heaven

My beloved parents

  

My lovely sister

Yustinus Adi Nugraha

And all people in my life

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I wrote, does not contain the works or parts of the works of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, 14 August, 2008 The writer,

  Clara Aurora 031214003

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Clara Aurora Nomor Mahasiswa : 031214003

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

  ENGLISH INSTRUCTIONAL MATERIALS FOR THE MECHANICAL ENGINEERING STUDENTS OF SANATA DHARMA UNIVERSITY beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 30 Agustus 2008 Yang menyatakan (Clara Aurora)

  

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to the Almighty God.

  He always guides me through His way. I would thank Him especially for the strengths He gave me in getting through difficult moments in my life.

  I am thankful to Made Frida Yulia, S.Pd., M.Pd., my major sponsor, and Christina Kristiyani, S.Pd., M.Pd., my co-sponsor, for their patience in guiding me to write my thesis. I would like to thank them for the corrections, suggestions, and criticism.

  My deepest gratitude is addressed to C. Tutyandari, S.Pd., M.Pd., Yosef Agung Cahyanta, S.T., and Yeni Wulandari, S.Pd., who were willing to give comments and suggestions on my designed materials. I also thank my academic advisor, Drs. P. Garanim Purba, M.Pd., for giving me advice during my study. I would also like to appreciate all of the English Language Education Study Program lecturers, secretariat staff, and all of the librarians.

  My sincere gratitude goes to Budi Sugiharto, S.T. M.T., the Chair Person of Mechanical Engineering Study Program, for permitting me to carry out my research.

  My special thanks go to the lecturers of Mechanical Engineering Study Program of Sanata Dharma University, Doddy Purwadianto, S.T., and Ir., F.A. Rusdi Sambada, M.T. I also thank all of Mechanical Engineering students of the academic year 2006 and 2004 and to the big family of Mechanical Engineering Study Program of Sanata Dharma University.

  My special thanks go to my parents, Agustinus Bambang Sutikno and Theresia Tri Hastuti, and also to my sister Yosephine Bono, for their great love. I would like to thank them for allowing me to grow and learn many things together with them.

  I would like to express my deepest gratitude to Dra. Sri Joeliantini and the big family of ALPA English Course, especially Yeni, Prima, Dian, Evalia, Eva, and Lita.

  I would like to thank them for allowing me to learn how to teach and to understand others. I would also like to appreciate them for giving me chance to develop myself, my teaching skill and my social skill.

  My special gratitude goes to GenX-VanLith, especially Mitha, Maxi, Uya, Galih, Herlin, Seno, Abet, Sutaman, Resa, Esti, Dewer and Gaby. I want to express my gratitude to all of PBI-03ers, especially Nila, Nita, Arum, Indra, Dita, and Bagong. I thank my beloved friends in 9Che, especially Siska, Helmy, Paul, and Iin. I would thank frater Yuwono for the guidance of life. I would like to thank them for the time we shared together. They are the reason why I am here today.

  I would like to express my deepest gratitude to Adi, for the love and hardship that bring me to be a strong and independent woman. May God always love us.

  Clara Aurora

  

TABLE OF CONTENTS

  TITLE PAGE ............................................................................................................. i APPROVAL PAGES................................................................................................. ii DEDICATION PAGE ............................................................................................... iv STATEMENT OF WORK’S ORIGINALITY.......................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .................................... vi ACKNOWLEDGEMENTS....................................................................................... vii TABLE OF CONTENTS........................................................................................... ix LIST OF FIGURES ................................................................................................... xii LIST OF TABLES..................................................................................................... xiii ABSTRACT............................................................................................................... xiv

  

ABSTRAK ................................................................................................................... xv

  CHAPTER I: INTRODUCTION............................................................................... 1 A. Background of the Study ............................................................................... 1 B. Problem Formulation ..................................................................................... 4 C. Problem Limitation ........................................................................................ 4 D. Objectives of the Study.................................................................................. 5 E. Benefits of the Study...................................................................................... 6 F. Definition of Terms ....................................................................................... 7 CHAPTER II: REVIEW OF RELATED LITERATURE ......................................... 9 A. Theoretical Description.................................................................................. 9

  1. Instructional Design Model ....................................................................... 9

  2. ESP............................................................................................................. 13

  a. The Characteristics of ESP ..................................................................... 14

  b. The Classification of ESP ....................................................................... 16

  c. Needs Analysis........................................................................................ 17

  B. Theoretical Framework.................................................................................. 19

  CHAPTER III: METHODOLOGY ........................................................................... 23 A. Research Method ........................................................................................... 23 B. Research Participants..................................................................................... 26 C. Research Instruments ..................................................................................... 28 D. Data Gathering Technique ............................................................................. 30 E. Data Analysis Technique ............................................................................... 31 F. Research Procedures ...................................................................................... 34 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ............................. 36 A. The Steps of Designing Instructional Materials for the Mechanical Engineering Students of Sanata Dharma University ..................................... 36

  1. Analyze .................................................................................................... 36

  2. Design ...................................................................................................... 40

  3. Evaluate ................................................................................................... 44

  B. The Presentation of the Designed Instructional Materials............................. 48

  CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................................... 51 A. Conclusions.................................................................................................... 51 B. Suggestions .................................................................................................... 53

  REFERENCES .......................................................................................................... 55 APPENDICES Appendix A : Surat Permohonan Ijin Penelitian ................................................ 56 Appendix B : Surat Keterangan .......................................................................... 57 Appendix C : The Questionnaire for Students..................................................... 58 Appendix D : The Interview Guideline ............................................................... 61 Appendix E : The Questionnaire for Teachers or Lecturers ................................ 62 Appendix F : The Results of the Questionnaire in Pre-Design Activities ........... 64 Appendix G : The Designed Materials ................................................................ 66 Appendix H : The Teacher’s Manual and Answer Key....................................... 67

  

LIST OF FIGURES

Figure 2.1 : Kemp’s Instructional Design Model ...................................................... 12Figure 2.2 : The Branch of ELT ............................................................................... 15Figure 2.3 : The Branch of EST................................................................................. 15Figure 2.4 : The Writer’s Instructional Model Adapted from Kemp’s Model .......... 18

  

LIST OF TABLES

Table 2.1 : Necessities, Lacks, and Wants................................................................. 14Table 3.1 : Respondents of the Survey on the Designed Materials ........................... 26Table 3.2 : Points of Agreement of the Respondents’ Opinion ................................. 30Table 3.3 : Descriptive Data of the Respondents’ Opinion ....................................... 31Table 4.1 : The Necessities, Lacks, and Wants of the Mechanical Engineering

  Students of Sanata Dharma University.................................................... 38

Table 4.2 : The Topics and the Basic Competencies ................................................. 39Table 4.3 : The Topics and the Indicators.................................................................. 40Table 4.4 : The Data of the Respondents’ Opinions.................................................. 43Table 4.5 : The Order of the Topics in the Designed Materials ................................ 45

  

ABSTRACT

  Aurora, Clara. 2008. English Instructional Materials for the Mechanical Engineering

  

Students of Sanata Dharma University . Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

  The needs of English keep growing because many people use English to communicate and to carry out their business. Mechanical Engineering students of Sanata Dharma University are one of the examples. They need to master spoken and written English in order to survive during their study and in the working world. Unfortunately, English subject is not included yet in the curriculum of Mechanical Engineering study program of Sanata Dharma University; instead, TOEFL was the requirement for the students to conduct Thesis defense. Yet, TOEFL test will not be able to develop the students’ English in the Mechanical Engineering area. The unsuccessful policy of requiring TOEFL test to measure the students’ English ability motivates the study program to establish an English subject that will accommodate the students’ needs in mastering English in mechanical Engineering area. However, the establishment of an English subject brings the study program to a new problem, inexistence of the English instructional materials. Therefore, in this research, the writer intended to design instructional materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University. There were two problems solved in this study: 1) How are English Instructional Materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University designed? 2) What do the designed English Instructional Materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University look like?

  To answer those two questions, the writer employed Educational Research and Development (R & D) method. Pre-design activities were conducted in gathering the data to develop the materials. Questionnaire and interview guideline were used in pre-design activities to obtain data around the students needs and interests. The data obtained in pre-design activities were used as the basic information in developing the instructional materials. To evaluate the materials, post-design activities were conducted. In the post-design activities, questionnaire was used to obtain criticism, feedback, and comments on the designed materials.

  In order to answer the first question, the writer adapted Kemp’s model. She simplified the model into three steps, they were (1) analyze, (2) design, and (3) evaluate. In the first step, learners’ characteristics were analyzed. Based on that information, instructional materials were designed. Then they were evaluated and revised. To answer the second questions, the writer presented the final version of the designed materials after making some revisions and improvements based on the result of the research in post-design activities. There were eight units in the designed materials. Each unit consists of seven activities, namely “Let’s Review” “Browse Your Idea”, “New Stuffs”, “Sharpen Your Skill”, “Language Focus”, “Act Up”, and “Let’s Conclude”.

  The mean as the result of the post-design research ranged from 3.7 up to 4.7. It means that the designed materials were appropriate for the Mechanical Engineering students of Sanata Dharma University to learn English. The complete designed

  ABSTRAK

  Aurora, Clara. 2008. English Instructional Materials for the Mechanical Engineering

  

Students of Sanata Dharma University . Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

  Kebutuhan akan Bahasa Inggris semakin meningkat karena semakin banyak orang yang menggunakan Bahasa Inggris untuk berkomunikasi dan untuk menjalankan bisnisnya. Mahasiswa program studi Teknik Mesin adalah salah satu contohnya. Mereka perlu menguasai Bahasa Inggris dalam bentuk lisan dan tertulis agar dapat berhasil selama masa studinya dan di dunia kerja nantinya. Sayangnya, mata kuliah Bahasa Inggris belum termasuk didalam kurikulum program studi Teknik Mesin, sebaliknya, TOEFL diwajibkan bagi siswa sebagai prasyarat untuk dapat menempuh Ujian Tugas Akhir. Sayangnya, tes TOEFL tidak dapat membantu siswa untuk mengembangkan kemampuan Bahasa Inggris khususnya di bidang Teknik Mesin. Gagalnya kebijakan yang menggunakan TOEFL sebagai alat untuk mengukur kemampuan berbahasa Inggris siswa, memotivasi program studi untuk menyelenggarakan mata kuliah bahasa Inggris yang dapat mengakomodasi kebutuhan siswa untuk menguasai bahasa Inggris di bidang Teknik Mesin. Penyelenggaraan mata kuliah bahasa Inggris ini membawa masalah baru bagi program studi, yaitu ketiadaan materi. Oleh karena itu, melalui studi ini penulis bermaksud untuk merancang materi untuk pelajaran bahasa Inggris bagi mahasiswa program studi Teknik Mesin Universitas Sanata Dharma. Ada dua masalah yang dianalisa dalam studi ini: 1) Bagaimana materi untuk pelajaran bahasa Inggris bagi mahasiswa program studi Teknik Mesin Universitas Sanata Dharma dirancang? 2) Seperti apakah rancangan materi untuk pelajaran bahasa Inggris bagi mahasiswa program studi Teknik Mesin Universitas Sanata Dharma?

  Untuk menjawab dua permasalahan tersebut, penulis menggunakan metode

  educational research and development (R & D). Aktivitas sebelum perancangan

  materi dilaksanakan untuk mengumpulkan data yang digunakan untuk merancang materi. Kuesioner dan panduan wawancara digunakan ditahap sebelum perancangan untuk memperoleh data seputar kebutuhan dan minat siswa. Data yang diperoleh ditahap sebelum perancangan digunakan sebagai dasar untuk menyusun materi. Untuk mengevaluasi materi, aktivitas seletah perancangan dilaksanakan. Ditahap setelah perancangan, kuesioner digunakan untuk memperoleh kritik, masukan, dan komentar tentang materi yang telah dususun.

  Untuk menjawab pertanyaan pertama, penulis mengadaptasi model Kemp. Penulis menyederhanakan model Kemp menjadi tiga langkah, mereka adalah (1) menganalisa, (2) merancang, dan (3) mengevaluasi. Dilangkah yang pertama, karakter siswa dianalisa. Berdasarkan informasi tersebut, materi disusun. Kemudian materi dievaluasi dan diperbaiki. Untuk menjawab pertanyaan kedua, penulis menampilkan versi akhir materi setelah sebelumnya memperbaiki dan menambahkan beberapa hal berdasarkan hasil dari kegiatan setelah perancangan. Materi tersebut memiliki delapan unit. Tiap unitnya terdiri dari tujuh aktivitas yang bernama “ What

  Let’s Review”, “Browse Your Idea”, “New Stuffs”, “Sharpen Your Skill”, “Language ”, “Act Up”, and “Let’s Conclude”. Focus

  Nilai rata-rata sebagai hasil dari survey terhadap rancangan materi berkisar tepat untuk mahasiswa program studi Teknik Mesin Universitas Sanata Dharma. Rancangan materi yang lengkap dipresentasikan di lampiran G.

CHAPTER I INTRODUCTION In this chapter, the writer would like to discuss the background, problem

  formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms which are employed in this study.

A. Background of the Study

  The development of world has brought many effects in scientific, technical, and economic activities on international scale. As a result, trade and commerce dominate the world. This domination causes a demand on an international language that will enable people who speak different languages and who wish to carry out trade to communicate. English then obtains its role as an international language. The needs of English keep growing because many people use English to communicate and to carry out their business. People who share the same knowledge and skill also find that it is necessary for them to develop language in their own area so that they will be able to communicate effectively, precisely, and accurately. Hutchinson and Waters (1994: 6) stated:

  More people know why they have to learn the language such as, businessmen and women who wanted to sell their product; mechanics who had to read instructions manuals; doctors who needed to keep up with developments in their field and whole range of students whose course of study included textbooks and journals only available in English. Therefore, it is important for Indonesian people who wish to communicate with other people in English to master spoken and written English. Mechanical

  2 Engineering students of Sanata Dharma University are one of the examples. They need to master spoken and written English in order to survive in the working world. Students of the Mechanical Engineering Study Program often need to read textbooks and journals which are available in English. When they graduate, they will need to cope with the working world in which interaction with foreigners is often required. They have to read instructions manuals and they also have to keep up with developments of their profession. For Mechanical Engineering students, English mastery is required in order to enable the graduates to communicate in English when they face the working world. Therefore, English proficiency especially English in Mechanical Engineering area is the key for the students of the Mechanical Engineering Study Program of Sanata Dharma University to survive in this developing working world. Better English ability is also their key to success. Machines mostly come from abroad; the manuals and textbooks are mostly written in English. Therefore, it is important for the Mechanical Engineering students of Sanata Dharma University to master English skill, especially reading skill, to enable them to read English textbooks and thus to support their study.

  To overcome the difficulties that will possibly be met during their study and of course in their future job, students obviously need English. Unfortunately, English subject is not included yet in the curriculum of Mechanical Engineering Study Program; instead, TOEFL was required to be taken as the requirement for the students to conduct Thesis defense (Ujian Tugas Akhir). The requirement shows that there is a need of English to be mastered by the graduates of this study

  3 program. However, mastery of English cannot be achieved only by conducting TOEFL test. Mastery of language, in this case English, can only be achieved by practicing it actively. Though the requirement gives a good indication that the study program expects the students to conduct their own independent English study as the preparation to conduct the TOEFL test, many students, unfortunately, are not willing to do so. It is common for the students to cheat in the TOEFL test. Somehow they can obtain the answer key to the test. They prefer relying on that answer key to conduct the TOEFL preparation course.

  The unsuccessful policy of requiring TOEFL test to measure the students’ English ability motivated the study program to establish an English subject that will accommodate the students’ needs in mastering their English in the area of Mechanics. The English subject is going to be a compulsory subject for the third semester students of the Mechanical Engineering Study Program. Unfortunately, the establishment of an English subject brings the study program to a new problem, inexistence of the English instructional materials. Therefore, the writer tries to design instructional materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University so that it can be used in developing their English skill. Through the research, it is hoped that the English instructional materials would help the students in mastering English language and thus to achieve English proficiency especially in the area of Mechanics.

  As it has been stated above, Mechanical Engineering students need to be equipped with English proficiency. It will be difficult for the students to read English textbooks to support their study and to face the competitive working

  4 world without having English proficiency. Thus, it is highly important for the students to be equipped with English proficiency that will be useful both during their study and in their future working world. The writer’s focus is on designing the English instructional materials for the third semester students of the Mechanical Engineering Study Program of Sanata Dharma University. Hopefully, the English instructional materials can give contribution to the study program in developing English course which can facilitate the students in developing their English. Therefore the Study Program will be able to measure the students’ English ability by observing the progress they made in the English course.

  B. Problem Formulation

  Considering the previous explanation, there are two problems to be solved in the research:

  1. How are the English Instructional Materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University designed?

  2. What do the designed English Instructional Materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University look like?

  C. Problem Limitation

  Considering the limited time, resources, and in order to avoid too broad discussion, the research was limited to designing English instructional materials.

  The designed English Instructional Materials is intended only for the third

  5 semester students of the Mechanical Engineering Study Program of Sanata Dharma University. The writer chose Mechanical Engineering Study Program of Sanata Dharma University because she wanted to give contribution to that study program. The unsuccessful situation in which TOEFL was required to replace the English subject motivated the writer to design English Instructional Materials for the Mechanical Engineering students of Sanata Dharma University. It is known that students cannot develop their English in Mechanical Engineering area through TOEFL. Moreover, the establishment of an English subject needs to be supported by instructional materials which can develop the students’ needs of English. The third semester students were chosen due to the reason that the students still remember Basic English, which is very important to develop English around the Mechanical Engineering area. Another reason was to help the students in conducting their study by giving English in their early year. Therefore, the students will be able to read books and journals that are written in English. Besides, students will be ready to face the working world since they are already equipped with English from the beginning of their study. It is hoped that through this English Instructional Materials students can be facilitated in developing their English. However, this study focuses only on designing the materials and is not intended to be an experimental study.

D. Objectives of the Study

  There are two objectives that will be achieved in this study. They are stated as follows:

  6

  1. To find out how the English Instructional Materials for the students of the Mechanical Engineering Study Program of Sanata Dharma University are designed.

  2. To provide the students of the Mechanical Engineering Study Program of Sanata Dharma University with the English Instructional Materials that would encourage them to develop their language skills and proficiency in Mechanics area.

E. Benefits of the Study

  It is expected that the study may give some benefits to the students of the Mechanical Engineering Study Program of Sanata Dharma University, the Mechanical Engineering Study Program of Sanata Dharma University, and to future researchers.

  1. to the students of the Mechanical Engineering Study Program of Sanata Dharma University The designed materials will be able to provide English materials that can help the students of the Mechanical Engineering Study Program of Sanata Dharma University, especially the third semester students, to develop their English language skills and thus to achieve English language proficiency. The designed materials are also expected to be able to fulfill the students’ needs of English.

  7 2. to the Mechanical Engineering Study Program of Sanata Dharma University

  The designed materials can give the solution to the problem when the study program establishes an English subject. Instead of requiring the students to join the TOEFL test, the Mechanical Engineering Study Program can develop the students’ ability in English through the designed English instructional materials. The study program can also facilitate the students to achieve English language proficiency.

  3. to future researchers It is hoped that the results of this study can be used as a reference to support future relevant studies done by other researchers.

F. Definition of Terms

  There are two terms which are used in this study. They are instructional materials and Mechanical Engineering Study Program of Sanata Dharma University.

  1. Instructional Materials Dick and Reiser (1989: 3) claim that instructional materials are “materials planned or designed by the teacher for the teacher instructions.” In this study, instructional materials refer to materials designed by the writer that will be used for conducting teaching-learning process in Mechanical Engineering study program of Sanata Dharma University which will help the students in acquiring English proficiency.

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  2. Mechanical Engineering Study Program of Sanata Dharma University Mechanical Engineering Study Program is a study program in Sanata Dharma University which studies about machinery. It is located in the third campus of Sanata Dharma University in Paingan, Maguwoharjo. In this study program, English subject is not included yet in the curriculum. Therefore, the study program is going to establish an English subject. It is going to be a compulsory subject for the third semester students.

  9 CHAPTER II

REVIEW OF RELATED LITERATURE

  There are two topics that will be discussed in this chapter. The two topics are theoretical description and theoretical framework.

A. Theoretical Description

  There are two topics of theoretical description that are discussed in this study. The first one is related to instructional design models that will be used in designing the instructional materials and the other one is related to the theory of ESP.

1. Instructional Design Model There are many models of design available to be used by a designer.

  However, in designing English Instructional Materials for Mechanical Engineering students of Sanata Dharma University, the writer uses Kemp’s Instructional Design Model.

  According to Kemp (1977: 8), “the instructional design plan is designed to answer the three questions that may be considered the essential elements of instructional technology.” The questions are:

  a. What must be learned? (objectives)

  b. What procedures and resources will work best to reach the desired learning level? (activities and resources) c. How will we know when the required learning has taken place? (evaluation)

  10 Kemp’s model consists of eight parts, namely consider goals, list topics, and state the general purposes for teaching each topic; enumerate the important characteristics of the learners for whom the instruction is to be designed; specify the learning objectives to be achieved in terms of measurable student behavioral outcomes; list the subject content that supports each objective; select teaching learning activities and instructional resources that will treat the subject content so that the students will accomplish the objectives; coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan; and evaluate student’s learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement (Kemp, 1977: 9). The explanation of each part is as follows.

  a. Consider goals, list topics, and state the general purposes for teaching each topic.

  In this first step, a course designer has to formulate goals. After the goals are formulated, topics are selected and arranged. The designer has to arrange the topics started from the simple or concrete levels to the complex or abstracts level. Then, general purposes for the selected topics should also be determined.

  b. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

  In this step, the course designer has to identify the learners’ characteristics. There are two factors that a designer should consider in identifying the

  11 learners’ characteristics; they are academic factors, such as number of learners, academic background, level of intelligence, reading level, scores on standardized achievement, etc; and social factors, such as age, maturity, attention span, special talents, relations among students, and many others. A designer should still consider some other factor in identifying the learners’ characteristics. Other factors that are also important in planning an instruction are learning conditions and learning styles. Learning conditions are the conditions which influence the ability of the learners to concentrate, absorb, and retain information. Meanwhile, learning styles are the method that the learners use in learning. Different students have different method in learning, some students might feel it more effective to use visual approach, and other students might find it easy to learn by using verbal approach, the other students might enjoy learning through experiences.

  c. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.

  In order to be able to measure learners’ behavioral outcomes, the next step that has to be done is to determine the learning objectives. There are three categories of objectives, namely; cognitive, psychomotor, and affective. In determining learning objectives, a course designer should start with an action verb that describes a specific activity by the learner. Then the action verb should be followed with the content reference that describes the subject being treated. Next, the designer should set the minimum acceptable

  12 accomplishment. At last the course designer has to add with any criteria or conditions under which the learning must take place.

  d. List the subject content that supports each objective.

  There are two procedures that can be used in listing the subject content. Course designer can either list the subject content first to formulate the learning objectives, or stating the objectives first and then listing the subject content. The course designer can choose one of the procedures that is appropriate to the situation. Subject content in this instructional design plan refers to the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic.

  e. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.

  This step is done in order to plan learning activities for which the learners are prepared. It is also carried out to make sure that the learners do not waste their time to study things that they have known. There are two kinds of test that can be used in assessing the students, namely Prerequisite Test and Pretest.

  f. Select teaching learning activities and instructional resources that will treat the subject content so that the students will accomplish the objectives.

  In this step, teaching and learning activities should be chosen. They should include the content that is related to each objective. In addition, teaching method should be suitable with the students’ characteristics. Therefore, the

  13 course designer has to know the strengths and weaknesses of the methods in order to be able to select the appropriate method for the learners.

  g. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

  In planning an instruction, support services should be considered carefully. Support services can include budget, facilities, equipment, time, schedule, and also coordination with other activities. This has to be done so that the education program can be done smoothly and successfully.

  h. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. Evaluation is carried out in order to seek out how far the learners have achieved the objectives and also the goals of the educational program itself. It is also intended to improve the instructional plan itself. Therefore, if the objectives and goals have not been achieved, designers can revise and improve the instructional plan. Kemp’s instructional design model is shown in Figure 2.1.

2. ESP

  It is important to discuss ESP since English Instructional Materials for Mechanical Engineering students of Santa Dharma University is part of it. The writer would like to discuss three parts of ESP. They are the characteristics of ESP, the classification of ESP, and needs analysis.

  14 Goal, Topics,

  

and General

Purposes

Learner Evaluation

  Characteris- tics Support

  Learning

Revise

  

Services Objectives

Teaching /

Learning Subject

Activities, Contents

  Resources

Pre-

Assessment

Figure 2.1. Kemp’s Instructional Design Model (Kemp, 1977: 9) a.

   The Characteristics of ESP

  According to Hutchinson and Waters (1987: 19) “ESP is an approach to language teaching which is directed to the specific and apparent reason for learning. It means that all decision as a content and method are based on the learners’ reason for learning.” Learners’ reason for learning is called needs. There are two kinds of needs namely “Target Needs and Learning Needs.” Target Needs are what the learners need to do in the target situation. Meanwhile, Learning Needs are what the learners need to do in order to learn.

  Both of them are considered important because those needs reflect the learners’ needs which will become the basis to create and develop a set of English

  15 Instructional Materials for Mechanical Engineering students of Sanata Dharma University. Hutchinson and Waters (1987: 55-58) offer three terms of target needs, namely necessities, lacks, and wants.

  1) Necessities: They are the type of needs that are influenced by the target situation. Necessities are things that the learner has to know in order to be able to use the language in the target situation. 2) Lacks: They are the gap between target proficiency and the learner’s existing proficiency. Therefore, it is important to seek out what the learners already know in order to be able to measure the gap with the target proficiency. 3) Wants: They are the needs from the learners’ point of view. It is important to consider the learners’ view or perception about their needs.

Table 2.1. Necessities, Lacks, and Wants (Hutchinson and Waters, 1987: 58) OBJECTIVE

  (as perceived by the course designers)

  SUBJECTIVE

  (as perceived by learners)

  NECESSITIES

  The English needed for success in Agricultural or Veterinary Studies

  To reluctantly cope with a “second-best” situation

  LACKS

  (Presumably) areas of English needed for Agricultural or Veterinary Studies

  Means of doing Medical studies

  WANTS

  To succeed in Agricultural or Veterinary Studies

  To undertake Medical Studies

  The nature of ESP rests on the needs of the learners. ESP always requires the analysis of the needs of the learners in English to be matched in the material development. Therefore, how can ESP differ from ESL or English as Second

  16 Language, which is also known as General English? The difference between ESP and General English (GE) is described in http://www.usingenglish.com/articles/ teaching-english-specialpurposes.html as follows:

  The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have learned English before and are learning the language in order to be able to communicate well to perform particular job-related functions. An ESP program is therefore built on needs. The ESP focus is that English is not taught as a subject separated from the students' real world. ESP is integrated into a subject matter area which is important to the learners.

b. The Classification of ESP

  English Instructional Materials for Mechanical Engineering students of Sanata Dharma University can be included as a part in English for Science and Technology (EST). EST is the branch of English for Specific Purposes (ESP). The relationship between EST and ESP is shown in Figure 2.2.

  

English Language

Teaching

(EMT) English as a

  Mother Tongue (EFL) English as a Foreign Language

  (ESL) English as a Second Language

  (ESP) English for Specific Purposes (GE) General English

  (EST) English for Science and (EBE) English for

  Business and (ESS) English for Social Sciences

Figure 2.2. The Branch of ELT (Hutchinson and Waters, 1987: 17)

  17 The term of Mechanical Engineering students refers to the students who have been studying about Mechanical Engineering subject. Mechanical Engineering itself is a part of science and technology globally. It is clearly stated in Figure 2.3.

  

EST

Engineering and

  Science Technology

  Physical Sciences Mechanical

  Earth Sciences Electrical Life Sciences

  Civil Chemical Production Information

Figure 2.3. The Branch of EST (John Swales, 1988: xv) c.

   Needs Analysis

  Needs Analysis is a process to find out the learners’ needs. There are some ways to gather the learners’ needs. According to Hutchinson and Waters (1987: 58), “The most frequently ways used are questionnaires, interviews, observations, data collection, and informal consultations, and others.” Here is the target situation analysis framework presented by Hutchinson and Waters (1987: 59).

  18 1) Why is the language needed?

  Firstly, a course designer needs to know why the language is needed by the learners. The course designer has to know whether the language is for study, work, training, or for some other purposes. 2) How will the language be used? Next, the course designer needs to seek out how the language will be used.

  Will the language be used for medium use of speaking, reading, or writing? Will it be used through the channel of telephone or in a face to face interaction? Will the language be used in a lecture, informal conversation, academic texts, technical manuals, or catalogues?

  3) What will the content areas be? Content areas should also be known. A course designer needs to know whether the content areas will be about medicine, biology, architecture, shipping, commerce, or engineering. Furthermore, the course designer should know the level of the learners whether they are technician, craftsman, postgraduate, or secondary school. 4) Whom will the learner use the language with?