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