English instructional materials for The Mechanical Engineering students of Sanata Dharma University.

(1)

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”.


(2)

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


(3)

tepat untuk mahasiswa program studi Teknik Mesin Universitas Sanata Dharma. Rancangan materi yang lengkap dipresentasikan di lampiran G.


(4)

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


(5)

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


(6)

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


(7)

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


(8)

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


(9)

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


(10)

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.


(11)

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.


(12)

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


(13)

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


(14)

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


(15)

LIST OF FIGURES

Figure 2.1 : Kemp’s Instructional Design Model ... 12

Figure 2.2 : The Branch of ELT ... 15

Figure 2.3 : The Branch of EST... 15


(16)

LIST OF TABLES

Table 2.1 : Necessities, Lacks, and Wants... 14

Table 3.1 : Respondents of the Survey on the Designed Materials ... 26

Table 3.2 : Points of Agreement of the Respondents’ Opinion ... 30

Table 3.3 : Descriptive Data of the Respondents’ Opinion ... 31

Table 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 ... 39

Table 4.3 : The Topics and the Indicators... 40

Table 4.4 : The Data of the Respondents’ Opinions... 43


(17)

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”.


(18)

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


(19)

tepat untuk mahasiswa program studi Teknik Mesin Universitas Sanata Dharma. Rancangan materi yang lengkap dipresentasikan di lampiran G.


(20)

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


(21)

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


(22)

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


(23)

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.


(24)

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


(25)

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


(26)

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


(27)

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


(28)

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)


(29)

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.


(30)

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


(31)

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


(32)

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


(33)

Evaluation

Support Services

Teaching / Learning Activities,

Resources Pre-Assessment

Subject Contents

Learning Objectives Learner

Characteris-tics Goal, Topics,

and General Purposes

Revise

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


(34)

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


(35)

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


(36)

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

Science Engineering and Technology

Mechanical

Electrical

Civil

Chemical

Production

Information Physical Sciences

Earth Sciences

Life Sciences

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


(37)

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?

Whom the learner will use the language with also needs to be considered. Will

the learners use the language to native speakers or non-native ones? What is

the level of knowledge of the receivers? Are they expert, layman, or student?

What is the relationship between the learner and the receiver? Are they


(38)

5) Where will the language be used?

Physical setting where the language will be used also needs to be considered

carefully. A course designer needs to consider in which physical setting the

language will be used. Will it be used in the office, lecture, theatre, hotel,

workshop, or library? In which human context the language will be used. Will

the language be used alone, in meetings, demonstrations, on telephone? In

which linguistic context the language will be used. Will the language be used

in own country or abroad?

6) When will the language be used?

A course designer should also consider about when the language will be used.

Will the language be used concurrently with the ESP course or subsequently?

Will it be used frequently? Will it be used in small or in large amounts?

B. Theoretical Framework

In this study, Kemp’s model is chosen because of its flexibility in which

the designer can conduct revision to any of the steps that needs to be improved.

Kemp’s model is also chosen due to the completeness of the steps. All the steps

that are needed in designing the English Instructional Materials for the

Mechanical Engineering students of Sanata Dharma University are avalivable in

Kemp’s model. However, in designing the instructional materials for Mechanical


(39)

Kemp’s model. The model is simplified into three steps. They are analyze,

design, and evaluate. The explanation of each step is as follows.

1. Analyze

In this first step the designer analyze the Mechanical Engineering students’

characteristics.

2. Design

In the second step, goals and learning objectives are developed by choosing an

instructional approach, considering and then listing topics, and stating the general

purposes for teaching each topic. Learning objectives are specified in this step. In

this step, teaching learning activities and instructional resources that will help the

students to accomplish the objectives are also selected.

3. Evaluate

In the last step, evaluation is conducted. However, evaluation in this study refers

to the evaluation of the instructional materials to determine the suitability of the

materials towards the students’ needs. The result of the evaluation will be used to

revise any phases of the plan that need improvement.

Analyze

Design

Evaluate

Revise


(40)

Considering the theory on ESP that has been discussed, it is necessary to

discuss whether English for the Mechanical Engineering students is considered as

ESP or General English. As it has been mentioned above, the important difference

between ESP and General English lies in the learners and their purposes for

learning English. They wish to communicate a set of professional skills and to

perform particular job-related functions. It clearly shows the evidence that English

for Mechanical Engineering students is ESP in the way that the students of the

Mechanical Engineering Study Program are learners that will need to

communicate a set of skill and perform the skills that are related to their job,

Mechanical world. Another feature of ESP that brings the conclusion of the

researcher that English for Mechanical students belongs to ESP is the unity of the

subject that cannot be separated from the students' real world and its integration

into a subject matter area important to the learners; in which students are able to

apply what they learn in their English classes to their main field of study. Subject

matter knowledge, in this case is Mechanical Engineering, provides the students

with the context that will improve their ability in learning English. This is because

students are able to apply what they learn in English classes to their main field of

study, Mechanical Engineering field. From the discussion above it is clear that

English for Mechanical Engineering students belongs to ESP. It belongs to one of

the branches of ESP which is called as EOP or English for Occupational Purposes.

Based on the previous theoretical description, it is important for the


(41)

with English proficiency. They need to be provided with English course that will

enable them to learn and practice English. As it has been mentioned above,

English for the Mechanical Engineering students belongs to the branch of ESP.

Therefore, it is urgent to design the instructional materials that do not only enable

the students to develop their English but also enable them to develop it in their

specific area, especially in the Mechanical Engineering area. Thus, it can be


(42)

CHAPTER III METHODOLOGY

This chapter discusses the method that was employed in the study. The

discussion of this chapter includes research method, research participants,

research instruments, data gathering technique, data analysis technique, and

research procedure.

A. Research Method

To answer the two questions stated in the problem formulation, educational

research and development (R & D) was employed in this study. According to

Cates (1985: 117), “development is usually viewed as a reiterative process in

which the new product is tested and revised until it is deemed ready to be

marketed”. Cates suggests eleven steps in R & D. The first step is identifying the

product to be developed. Reviewing the literature needs to be done after doing the

first step. In the third step planning the development program is conducted. The

fourth step is developing a prototype of the product. After developing the

prototype, a preliminary field test is conducted. Revision on the product is done in

the sixth step. The seventh step is conducting a main field test. In the eighth step

revision on the product is done to keep with the findings of the main field test.

Next step is conducting an operational field test. After conducting the operational

field test, revision on the product in keeping with the findings of the operational


(43)

Borg and Gall (1983: 772) claim that Educational research and

development (R & D) is, “a process used to develop and validate educational

products.” R & D cycle consists of ten steps. The steps of R & D cycle consists of

(1) research and information collecting, (2) planning, (3) developing, (4)

preliminary field testing, (5) main product revision, (6) main field testing, (7)

operational product revision, (8) operational field testing, (9) final product

revision, and (10) dissemination and implementation.

In this study the writer would refer to Borg and Gall’s steps. However, not

all steps were employed due to time and place limitation. The writer employed

only step 1 to step 5. The first step was named into Pre-Design Activities. She

titled the second and third steps as Design Activities, then, she combined the rest

of the steps into Post- Design Activities.

To enable the researcher to develop the materials, data of students’ needs

and interests were needed as the basic information. Therefore, pre-design

activities were conducted in gathering the data on the respondents’ needs and

interests. Since evaluations, criticisms, feedback, and comments were also needed

in improving the designed materials, another survey was conducted in the

research. Thus, post-design activities (evaluation survey) were conducted to help

the writer in gathering evaluations, criticisms, feedback, and comments on the

designed materials from the respondents.

1. Pre-Design Activities


(44)

1 of R & D cycle, research and information collecting, which aimed to find out the

learners’ interest and needs. In seeking for the learners’ interest and needs in

learning English, questionnaire and interview were used. The questionnaire was

distributed to the third semester and the seventh semester students of the

Mechanical Engineering Study Program of Sanata Dharma University. The Chair

Person of the Mechanical Engineering Study Program of Sanata Dharma

University was interviewed to enrich the data around the needs of the students.

The data obtained from this first part of research, both from the questionnaire and

the interview, were used as the basic information in developing the instructional

materials.

2. Design Activity

Based on the data found from the questionnaire and the interview, the

writer designed English Instructional Materials for the students of the Mechanical

Engineering Study Program of Sanata Dharma University. This activity was in

accordance with the second and the third step of R & D cycle, planning and

developing preliminary form of product.

3. Post-Design Activities

Post-design activities were conducted to evaluate the materials. The

research aimed to obtain the evaluations, criticisms, feedback, and comments on

the designed materials which improved the designed materials. In seeking for the


(45)

Study Program of Sanata Dharma University, one lecturer of the Mechanical

Engineering Study Program of Sanata Dharma University, and one English

Instructor in a private English Course. The respondents were chosen in order to

enrich the researcher with evaluations, criticisms, feedback, and comments on the

designed materials.

B. Research Participants

This section describes the respondents of pre-design activities and

post-design activities.

1. Pre-Design Activities

In pre-design activities questionnaire was distributed to collect the data

about the students’ needs and interests in learning English. The respondents of the

pre-design activities were the third semester and the seventh semester students of

the Mechanical Engineering Study Program of Sanata Dharma University. The

sample of the third semester students were the students in Material class group A.

Meanwhile, the sample of the seventh semester students were the students in

Tenaga Surya class group A. The total number of the students was 55. The two groups of students were chosen due to the necessity of knowing needs of English

from the students of the Mechanical Engineering Study Program to achieve the

understanding of overall needs of the students.

The third semester students were chosen since they are considered to be

new in the study program. They can give description on what obstacles they find


(46)

students were chosen because they were the target students whom the English

subject is going to be obliged for.

Meanwhile, the seventh semester students were chosen since they had

enough experience in learning in the study program; therefore they understood

their needs, interests, and learning styles. In addition, the seventh semester

students were also known for their being aware of the working world. They have a

better awareness toward the necessity of mastering English to equip themselves in

order to compete in the working world.

In order to enrich the data around the students needs from point of view of

the study program, the Chair Person of the Mechanical Engineering Study

Program of Sanata Dharma University was interviewed. He was chosen as the

respondent because he understood the students’ needs. Moreover, he also knew

about the purpose of establishing English subject itself.

2. Post-Design Activities

The respondents of post-design activities were a lecturer of the English

Language Education Study Program of Sanata Dharma University, a lecturer of

the Mechanical Engineering Study Program of Sanata Dharma University, and an

English Instructor in a private English Course. The questionnaire was distributed

in order to measure the ability of the designed materials to develop the students’

English proficiency and also to check the suitability of the designed materials to

the needs of the students. The respondents were chosen because they had a lot of


(47)

instructional materials. Respondents’ description of the post-design survey

research was presented in Table 3.1.

C. Research Instruments

There were two instruments that were employed in the study. They were interview and questionnaire

Table 3.1. Respondents of the Survey on the Designed Materials Educational

Background

Teaching Experience (in year) Group of Respondents

D3 S1 S2 1-5 6-10 11-15 16-20 21-25 > 26

English Lecturer 1 1

Mechanical Engineering

Lecturer 1 1

English Teacher 1 1

1. Interview Guideline

Interview guideline was used in pre-design survey research. The interview

functioned as the enrichment instrument. The Chair Person of the Mechanical

Engineering Study Program was interviewed in order to obtain more information

about the students’ needs in learning English and also to clarify the purpose of

establishing English subject in the Study Program. The interview guideline is

presented in Appendix D.

2. Questionnaires

There were two questionnaires used in the study. The first questionnaire

was used in pre-design activities as the instruments to collect data around the


(48)

was distributed to the third semester and the seventh semester students of the

Mechanical Engineering Study Program of Sanata Dharma University. The

sample of the third semester students were the students in Material class group A.

Meanwhile, the sample of the seventh semester students were the students in

Tenaga Surya class group A. The questionnaire in this first part of research was written in Indonesian. The purpose was to make the students understand the

meaning of the questions well so that they could answer the questions

appropriately. It contained both closed-ended questions and open-ended question.

In part I which contained closed-ended questions, the respondents should choose

the answer from the provided options. In part II which contained open-ended

question about the topics they wish to learn the respondents could answer the

questions and elaborate their answer freely. Therefore the questionnaire led the

researcher to the understanding of the students’ needs and interests in learning

English. The questionnaire used in the pre-design activities is presented in

Appendix C.

The second questionnaire was employed in the post-design activities to

seek for evaluations, criticisms, feedback, and comments on the designed

materials that were useful in improving the designed materials. The questionnaire

contained both closed-ended questions and open-ended questions, and also the

topics that were included in the designed material. In part I which contained

closed-ended questions, the respondents should choose the answer from the

provided options. In part II which contained open-ended questions, the


(49)

questionnaire was distributed to one lecturer of the English Language Education

Study Program of Sanata Dharma University, one lecturer of the Mechanical

Engineering Study Program of Sanata Dharma University, and one English

Instructor in a private English Course. It aimed to obtain rich evaluations,

criticisms, feedback, and comments on the designed materials. The questionnaire

used in the post-design activities is presented in Appendix E.

D. Data Gathering Technique

To gather the data, the researcher used multiple methods of data collection.

Interview and questionnaire were used as the research instruments. The

questionnaire for the pre-design activities was distributed to the third semester and

seventh semester students of the Mechanical Engineering Study Program of

Sanata Dharma University. The questionnaire was distributed on 31 August 2007

and 4 September 2007. On 31 August 2007, the writer distributed the

questionnaire to the third semester students in Material class group A. Then on 4

September 2007, the questionnaire was distributed to the seventh semester

students in Tenaga Surya class group A. The students were asked to answer the

questions in class and the writer waited for them. The purpose was to make the

survey accurate. To obtain additional information about the learner characteristics,

needs, lacks, and wants the writer conducted an interview with the Chair Person of

Study Program of the Mechanical Engineering Study Program on 24 August

2007.The Chair Person of the Mechanical Engineering Study Program of Sanata


(50)

In the post-design activities, the questionnaire was distributed to one

lecturer of the English Language Education Study Program of Sanata Dharma

University, one lecturer of the Mechanical Engineering Study Program of Sanata

Dharma University, and one English Instructor in a private English Course. Two

weeks later, the writer met them to take the questionnaire that had been filled in to

be analyzed. The results were used to revise and improve the designed materials.

E. Data Analysis Technique

There are two important points that will be discussed in this part. They are

data analysis technique of the pre-design activities and data analysis technique of

post-design activities.

1. Data Analysis Technique of Pre-Design Activities

In analyzing the data obtained from pre-design activities, the writer

identified the needs and interest of the learners gained from Part I of the

questionnaire employed in pre-design activities by using the percentage

calculation method. The answers in the questionnaire were analyzed in order to

understand the students’ needs and interests in learning English. The formula of

the percentage calculation method is:

% 100 N

n ×

n : number of students who choose a certain option N : the total number of the students


(51)

The data analysis from Part I and Part II of the questionnaire employed in

the pre-design activities led the writer to the understanding of the learners’ needs

and interest in learning English. Additional data collected from the interview were

used to enrich the data from the questionnaire. The results were used as the basis

to design the English Instructional Materials for the Mechanical Engineering

students of Sanata Dharma University.

2. Data Analysis Technique of Post-Design Activities

In the post-design activities, the writer obtained the evaluation and

feedback from one lecturer of the English Language Education Study Program of

Sanata Dharma University, one lecturer of the Mechanical Engineering Study

Program of Sanata Dharma University, and one English Instructor in a private

English Course by using the second questionnaire. In the post-design activities,

Likert Scale was used in part I to enable the respondents to give their opinions on

the designed set of materials. Points of agreement of the Likert Scale were

described in Table 3.2.

Table 3.2. Points of Agreement of the Respondents’ Opinions Points of

Agreement

Meaning

1 if the respondents strongly disagree with the statement 2 if the respondents disagree with the statement

3 if the respondents neither disagree / agree with the statement 4 if the respondents agree with the statement


(52)

The data obtained in Part I of the questionnaire employed in the

post-design activities were analyzed by using the central tendency (mean) of the

respondents’ opinion on the designed materials. The result of the analysis of part I

in the post-design activities was presented in Table 3.3.

Table 3.3. Descriptive Data of the Respondents’ Opinions (Blank)

Central Tendency

No Respondents’ Opinion on N Mean

The formula to analyze the points of agreement is written as follows:

N x ∑ = Χ

Note: Χ = mean x

∑ = the sum of values

N = the total number of values

In part II the respondents were free to give their opinions and feedback.

The data obtained in part II were in the form of comments, criticisms, and

suggestions on the designed materials. The data analysis from part I and part II of

the questionnaire employed in the post-design activities led the writer to the

understanding of the evaluations, criticisms, feedback, and comments from the


(53)

F. Research Procedure

The research activities were divided into three major parts. They were

pre-design activities, pre-design activities, and post-pre-design activities. Those three parts

were in accordance with the five steps in R & D cycle.

1. Pre-Design Activities

First of all, the writer constructed the first questionnaire and a guideline

for the interview. Then, the writer conducted the pre-design activities that were

designed to collect the data about the students’ needs and interest in learning

English, by distributing the questionnaire to the third semester students and the

seventh semester students of the Mechanical Engineering Study Program of

Sanata Dharma University. These activities were in accordance with the first step

in R & D cycle (research and information collecting). Besides, the writer also

interviewed the Chair Person of the Mechanical Engineering Study Program to

enrich the data around the students needs. The information from both

questionnaire and interview was analyzed and then was used to develop the

English Instructional Materials that suit to the needs and interests of the students.

2. Design Activities

Based on the data found from the questionnaire and the interview, the

writer designed English Instructional Materials for the students of the Mechanical

Engineering Study Program of Sanata Dharma University. This activity was in

accordance with the second and the third step of R & D cycle, planning and


(54)

3. Post-Design Activities

After the writer finished designing the English Instructional Materials, the

writer conducted the post-design activities to evaluate the English Instructional

Materials. The post-design activities were conducted by distributing the second

questionnaire to one lecturer of the English Language Education Study Program

of Sanata Dharma University, one lecturer of the Mechanical Engineering Study

Program of Sanata Dharma University, and one English Instructor in a private

English Course in order to seek for evaluations, criticisms, feedback, and

comments on the designed materials. Then, the writer revised and improved the

English Instructional Materials. The data from the second questionnaire were

analyzed and used to improve the designed materials. Finally, the writer presented

the final version of the English Instructional Materials for the Mechanical


(55)

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two parts. The first part is the steps of designing

English instructional materials for Mechanical Engineering Students of Sanata

Dharma University. This part answers the first question in the problem

formulation. The second part is the presentation of the designed instructional

materials for Mechanical Engineering Students of Sanata Dharma University. It

answers the second question in the problem formulation.

A. The Steps of Designing Instructional Materials for Mechanical Engineering Students of Sanata Dharma University

Based on the data found from the questionnaire and the interview in the

post-design activities, the writer designed English Instructional Materials for the

students of the Mechanical Engineering Study Program of Sanata Dharma

University. This activity was in accordance with the second step of R & D cycle,

design. In designing the instructional materials for Mechanical Engineering

Students of Sanata Dharma University, the writer applied three instructional

design steps. The steps were analyze, design, and evaluate. Each of the steps will

be discussed as follows.

1. Analyze

In this step, the writer analyzed the learner characteristics, needs, lacks,


(56)

conducted by distributing questionnaire to the third semester students and the

seventh semester students of the Mechanical Engineering Study Program of

Sanata Dharma University. The questionnaire was distributed on 31 August 2007

and 4 September 2007. On 31 August 2007, the writer distributed the

questionnaire to the third semester students in Material class group A. Then on 4

September 2007, the questionnaire was distributed to the seventh semester

students in Tenaga Surya class group A. In order to obtain additional information

about the learner characteristics, needs, lacks, and wants the writer conducted an

interview with the Chair Person of the Mechanical Engineering Study Program on

24 August 2007.

There were eleven questions that should be answered by the students of

the Mechanical Engineering Study Program of Sanata Dharma University in the

questionnaire of the pre-design activities. In the first section of the questionnaire,

the students gave their answer by crossing the choices based on their opinions. For

the second section, the students wrote their answer in short sentences. Data from

the first section were analyzed using percentage method. The detailed results of

the questionnaire are presented in Appendix F but the general results are as

follows.

Based on the data from the questionnaire and the interview, the writer

identified the learner characteristics, needs, lacks, and wants. From the analysis,

the writer found out that the participants of this survey were 55 students of the

Mechanical Engineering Study Program of Santa Dharma University, consisting


(57)

ninth semester students (9%). Almost all of the students in this study program

were male. The fact that most of the students in the Mechanical Engineering

Study Program were male influenced the formality of the language they choose

for daily speaking. They normally used informal language when they spoke to

their peers. They sometimes used Indonesian while most of the time they used

Javanese.

Most of the participants (96%) learned English during their SMU only.

Only two respondents (4%) had once learned English during their study in the

University. Therefore, it could be concluded that their level of English was still in

the beginner level. Considering on the importance of English, 37 participants

(67%) also stated that English was very important to support their future job.

Therefore, they felt that they need to improve their English. There were 53

participants (96%) who wanted to improve their English. The rest, which was two

students (4%), felt that they did not need to improve their English.

From the questionnaire it was found that the participants were enthusiastic

in joining an English class. Thirty-one of them (56%) claimed that thay joined an

English lecture because they wanted to improve their English. The participants

wanted to improve their English because they need English proficiency that would

enable them to read English textbooks. The writer found that there were 41

participants (76%) who often learned English materials from the textbooks.

In the questionnaire the participants also gave their suggestion on the

activities that they wanted to do in the English class. Twenty-one participants


(58)

participants (22%) chose role play, ten participants (18%) suggested presentation,

eight participants (15%) preferred drama, and four participants (7%) chose lecture

as the activity in the English class. The participants also gave their ideas on the

media that they wanted to use in the English class. They wanted to use media such

as TV, Radio, and Tape Recorder in learning English. The participants also gave a

list of the subjects that they wanted to learn. They were: explaining how a

machine works, describing a chart, English conversation, writing job application

letter, grammar, the latest technology, and verb formation.

In the interview guideline, the writer prepared seven questions to be

answered by the respondent. The writer obtained some additional data. They were:

1) The background why the study program is going to establish English subject

was due to the ineffectiveness of TOEFL. So far, the study program obliged

the students to reach certain TOEFL score for them to able to conduct the

Final Examination (thesis) with the expectation that the students would be

willing to conduct independent learning to improve their TOEFL score.

Unfortunately, the students were not initiative enough. They neither joined

TOEFL preparation course held by the university nor conducted independent

learning. As a result, the students could pass the TOEFL but with a very low

score.

2) The goal that wanted to be achieved in the English subject was to enable the

students to speak and write in English. Therefore, it was necessary to provide


(59)

3) English was very important for the students since they needed it for reading

references that were available in English. Moreover, in their future job they

would be dealing with manuals which were mostly written in English.

4) So far the methods that were employed in Mechanical Engineering classes

were lecture, presentation, and discussion. Too often, there were only some

students who actively participate during the discussion.

Seeing the facts, the students really needed to be facilitated in developing

their English. The necessities, wants, and lacks obtained from the pre-design

activities were analyzed using the target needs analysis by Hutchison and Waters

to give clear information. It is presented in Table 4.1.

2. Design

As it has been mentioned in the problem formulation in Chapter I, this

study focused on designing English instructional materials for Mechanical

Engineering students of Sanata Dharma University. Thus, the topics of the

instructional were designed to suit the students’ characteristics, needs, lacks, and

wants. They were:

a. Describing procedure

b. Giving instruction

c. Describing chart

d. Apology

e. Describing Thing


(60)

Table 4.1. The Necessities, Lacks, and Wants

of Mechanical Engineering Students of Sanata Dharma University

OBJECTIVE (stated by the writer)

SUBJECTIVE (stated by the Mechanical

Engineering students) NECESSITIES The English that is needed to be

successful in Mechanical Engineering study and in working world

The English that is needed to read English references around Mechanical Engineering area LACKS English skills in Mechanical

Engineering area

English vocabulary around Mechanical Engineering area

WANTS To be communicatively competent in English in the intermediate level

To be able to read English references and to prepare for the future job

The Competence Standard of this course was that the students were expected to be able to communicate in English. Furthermore, the Basic

Competencies are presented in Table 4.2.

Table 4.2. The Topics and the Basic Competencies

Unit Topic Basic Competencies

1 How to Use a Machine The students are able to describe a procedure in written form.

2 How a Machine Works 3 The Four-Stroke Cycle

The students are able to describe a procedure orally and in written form.

4 Rubber Plug Method of Tubeless Tire Repair

The students are able to give instruction orally and in written form.

5 Chart of a Compression Process

The students are able to describe a chart orally and in written form.

6 Phoning a Garage The students are able to apologize appropriately.

7 Hybrid Car The students are able to describe a product and persuade people to buy.

8 Applying for a Job The students are able to write application letter and resume correctly.


(1)

UNIT 8

APPLYING FOR A JOB

2. Ask the students to decide which one is suitable to their educational background?

A. Let’s Review

Help the students to review the materials that they got last meeting. 1. Ask the students to mention the specialty of Toyota Prius Hybrid. 2. Ask them the tenses they use to describe and promote a product.

3. Write some cardinal numbers, ordinal numbers, fractions, and decimals. Ask the students to read them.

B. Browse Your Idea

1. Ask the students to observe the advertisement below.

(Taken from Kompas 17 October 2007)

35


(2)

36

English for Mechanical Engineering Students of Sanata Dharma University C. New Stuffs

currently : sekarang ini kindly : dengan baik hati previous : sebelumnya

latest : terbaru

Read aloud the words and ask the students to repeat after you.

Nouns Verbs

achievement : prestasi apply, applied, applied : melamar address : alamat appreciate, appreciated, appreciated : menghargai advertisement : iklan complete, completed, completed : melengkapi age : umur contribute, contributed, contributed : menyumbang beverage : minuman draw, drew, drawn : menarik candidate : calon graduate, graduated, graduated : lulus company : perusahaan locate, located, located : terletak degree : gelar look for, looked for, looked for : mencari envelope : amplop mark, marked, marked : memberi tanda experience : pengalaman mention, mentioned, mentioned : menyebutkan guarantee : jaminan notify, notified, notified : memberitahu interview : wawancara submit, submitted, submitted : menyerahkan objective : tujuan

reply : balasan

resume : riwayat hidup strength : kekuatan

week : minggu

Adverbs

at least : setidaknya enclosed : yang terlampir following : yang berikut ini preferably : lebih disukai soon : segera within : dalam

Adjectives

eager : ingin sekali

integrated : yang digabungkan proven : terbukti

responsible : bertanggungjawab recent : yang terbaru


(3)

37

English for Mechanical Engineering Students of Sanata Dharma University D. Sharpen Your Skill

October 17, 2007

Corporate Human Resources and Development PO. BOX. 1275

Dear Sirs,

In your advertisement in Kompas, October 16, you mentioned that you need a Technical Manager for your company. I believe that I am the one you are looking for.

I graduated from Mechanical Engineering Study Program of Sanata Dharma University, Yogyakarta. My degree can give you a guarantee of my skill. I also have an experience of working in a fast moving consumer goods industry. I have ever worked in PT. Frisian Flag Indonesia for about 5 years. As you can see from the enclosed resume, I completed my Microsoft Word and Excel course in Alfa.Com Course some time ago. This course gives me a lot of skills so that I will be able to use multi media as well. I am able to work both individually or in group.

Clara Aurora

Ask the students to read the following application letter.

9c STM Pembangunan Street Mrican

Yogyakarta

PT. Kaldu Sari Nabati Indonesia Bandung 40012

I would appreciate an interview and look forward to the reply soon.


(4)

RESUME OF CLARA AURORA

Address : 9C STM Pembangunan Street, Mrican, Yogyakarta Phone : (0274) 523531

Sex : Female Age : 26 years old

To apply for the job that draws on my previous experience and my recent experience as a technical manager. I would like a position as a technical manager.

Academic Achievement

2002, Computer course on Microsoft Word and Excel

Strength

• Responsible in my every job

• Always eager to learn

Reference Objective

1997-2001, Mechanical Engineering, Sanata Dharma University

Work Experience

July 2002-July 2007, Technical Manager, PT. Frisian Flag Indonesia

Complete Name : Wahyu Handoko, SE. Position : General Manager

Institution : PT. Frisian Flag Indonesia

E. Language Focus

Give brief explanation about how to write an application letter.

Application Letter

There are two types of Application Letter. They are:

1. Solicited Application Letter is application letter which is written based on job vacancy

2. Unsolicited Application Letter is application letter which is written based on our willingness and not based on the vacancy

38


(5)

Your letter should contain facts that relevant to the requirements of the job that you want to apply for. You have to mention your:

a. Work experience b. Academic background c. Personal identity d. Personality e. Qualification

f. Source, how you got the information g. The job you want to apply for

h. What contribution will you give to the company

i. Your eagerness of receiving the reply from the company or to be interviewed j. Phone number

39

English for Mechanical Engineering Students of Sanata Dharma University (Taken from Letters for All Occasions)

Now ask the students to observe the application letter. Ask the students to mention the facts that relevant to the requirement in that letter.

________________ date

________________ inside address

________________

____________________________________________

The structure of an application letter

_______________

_______________ applicant address _______________

________________

________________ salutation

____________________________________________ ____________________________________________

____________________________________________ body

________________ complimentary close

________________ signature

________________ full name

Ask the students to observe the application letter once again. Ask them to analyze the structure.


(6)

40

English for Mechanical Engineering Students of Sanata Dharma University F. Act Up

1. Ask the students to make their own application letter and resume.

i

2. Ask them to form a group of four. Ask them to make a role play of a job interview. Motivate the students to use their application letter to apply for a job they wish for.

G. Let’s Conclude

1. Ask the students to mention the types of application letter.

2. Ask the students to mention the relevant facts that they have to write in their application letter.

3. Ask the students to explain in simple words about the structure of an application letter.

Sources:

• Graham Thomson, K. 1963. The Pan Book of Letter Writing. London: The English Language Book Society and Pan Books Ltd.

• Job Vacancy. 2007, 17 October. Kompas.

• Stuart Myers, Alfred. 1957. Letters for All Occas ons. New York: Barnes and Noble Inc.