A model of English materials for Chemistry University Students.
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ABSTRACT
Kurniyati, 2016. A Model of English Materials for Chemistry University
Students. Yogyakarta: Graduate Program of English Language Studies, Sanata
Dharma University.
Materials are important components that affect the success of English
teaching and learning process besides the teacher and the learner, and English for
Academic Purposes is not exceptional. Despite the high demand of English for
chemistry, relevant learning materials are not easily available. It is necessary to
develop a model of English materials for chemistry university students. The
research question is What is the iconic model of English materials for Chemistry
university students like?
This is a research and development (R & D) study. The respondents were
students of UII majoring in chemistry and lectures of UII who are experienced in
teaching English as MPK (Character Building Subject). The data collection
techniques were questionnaire, interview, and test. The data from the open ended
questionnaire were analyzed by using descriptive statistics by employing central
tendency. The data from the closed ended questionnaire were qualitatively
described. The data from the interview were analyzed trough organization,
coding, and interpretation. Meanwhile, the data from the tests (pretest and
posttest) were analyzed by using wilcoxon test.
The research finding is the iconic model that consists of five units of
materials. The first unit is chemical foundation, the second is materials safety data
sheets, the third is food, drugs and cosmetics, the fourth is industrial chemistry,
and the fifth is green chemistry. The result of the study based on the
questionnaire, the interview, and the tests implies that the iconic model is
acceptable by the perspective of the users. However, this model needs
improvement. It is expected that the improved model of English materials for
chemistry university students can contribute positively to the English teaching
and learning process in chemistry department of Islamic University of Indonesia
(UII).
Keywords: model, English materials, chemistry
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ABSTRAK
Kurniyati, 2015. Model Materi Bahasa Inggris untuk Mahasiswa Kimia.
Yogyakarta: Magister Kajian Bahasa Inggris, Universitas Sanata Dharma.
Materi merupakan komponen penting yang menentukan suksesnya
kegiatan belajar dan mengajar selain faktor dari guru dan murid itu sendiri, tidak
terkecuali dalam konteks pengajaran bahasa Inggris untuk tujuan akademik.
Semakin meningkatnya kebutuhan akan bahasa Inggris untuk Kimia tidak
seimbang dengan tersedianya materi yang sesuai. Pertanyaan penelitian ini adalah
Seperti apa kah model iconic (kongkret) materi bahasa Inggris untuk mahasiswa
Kimia?
Penelitian ini termasuk kategori penelitian dan pengembangan. Responden
penelitian ini adalah mahasiswa Kimia UII dan dosen yang berpengalaman dalam
mengajar Bahasa Inggris sebagai Mata Kuliah Pengembangan Kepribadian
lingkungan UII. Teknik pengambilan data adalah kuesioner, wawancara, dan test.
Data dari kuesioner tertutup dianalisia dengan menggunakan statistik deskriptif
yaitu dengan menggunakan kecenderungan memusat. Data dari kuesioner terbuka
dianalisa melalui pengelompokan, pemberian kode, dan penginterprestasian.
Sementara itu, data dari tes (test sebelum dan tes sesudah implementasi materi),
diolah dengan statistik wilcoxon.
Hasil dari penelitian ini adalah model kongkret dari materi bahasa Inggris
untuk mahasiswa kimia yang berupa materi berisikan lima unit: Fondasi Kimia
(unit 1), MSDS (unit 2), Makanan, Obat, dan Kosmetik (unit 3), Kimia Industri
(unit 4), dan Kimia Ramah Lingkungan (unit 5). Hasil dari kuesioner,
wawancara, dan tes mengindikasikan bahwa model materi yang dikembangkan
bisa diterima oleh pengguna. Meskipun demikian, perbaikan model harus tetap
dilakukan. Diharapkan model materi ini bisa memberikan kontribusi positif
terhadap proses belajar mengajar di jurusan Kimia UII.
Kata kunci: Model, Materi bahasa Inggris, Kimia
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A MODEL OF ENGLISH MATERIALS FOR CHEMISTRY
UNIVERSITY STUDENTS
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M Hum) Degree
In English Language Studies
by
Kurniyati
Student Number: 136332019
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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A MODEL OF ENGLISH MATERIALS FOR CHEMISTRY
UNIVERSITY STUDENTS
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M Hum) Degree
In English Language Studies
by
Kurniyati
Student Number: 136332019
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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ACKNOWLEDGMENTS
All praise be to Allah SWT, without whose mercies and guidance I would
have never been able to finish this thesis. My deepest gratitude goes to my advisor
Dr. J. Bismoko for the enlightening guidance and wise advice along the process of
writing this thesis. I would like to express my gratitude to all lecturers of Graduate
Program in English Language Studies of Sanata Dharma University: F.X. Mukarto,
Ph.D, Dr. B.B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd.,M.A. and Widya
Kiswara, M.Hum. for teaching us not only to be better academician but also to be
better human.
I owe an enormous debt of gratitude to chemistry students of UII who have
helped me much in the process of data collection and the head of the study program
and the staff of chemistry department who have given me permission to conduct
research during my teaching of English as MPK (Character Building Subject). I
would also like to express my gratitude to Lulu Sylviani, Ista Maharsi, and Ferry
Desnita for giving me advice during the data collection.
Special thanks go to my truly inspiring friend Maria Wulandari who has
encouraged me and has always been eager to share information, knowledge, and
experience during the thesis writing. I should also thank to my colleague Yunita
Rizky Wijayanti for her care and encouragement and Vinindita Citrayasa for the
spirit for keeping on struggling to meet the deadline of thesis completion. I also
wish to thank my friends in English Language Education in Sanata Dharma and my
colleagues in CILACS UII.
Last but not least, my sincere gratitude goes to my family: my mother, my
father, my brother and my relatives for their support and care. I am grateful to all of
those who have supported me during the completion of my study. I hope this thesis
will be useful for readers and give contribution to the improvement of the teaching
of English.
Kurniyati
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TABLE OF CONTENTS
TITLE PAGE ...............................................................................................
APPROVAL PAGE ......................................................................................
DEFENSE APPROVAL PAGE ....................................................................
STATEMENT OF WORK ORIGINALITY ..................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...............................
ACKNOWLEDGMENTS.............................................................................
TABLE OF CONTENTS ..............................................................................
LIST OF TABLES ........................................................................................
LIST OF FIGURES ......................................................................................
LIST OF APPENDICES ...............................................................................
ABSTRACT .................................................................................................
ABSTRAK .....................................................................................................
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CHAPTER I: INTRODUCTION
A. RESEARCH BACKGROUND ................................................................
B. PROBLEM IDENTIFICATION ...............................................................
C. PROBLEM LIMITATION .......................................................................
D. RESEARCH QUESTION ........................................................................
E. RESEARCH OBJECTIVE .......................................................................
F. RESEARCH BENEFITS ..........................................................................
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CHAPTER II. LITERATURE REVIEW
A. THEORETICAL REVIEW ......................................................................
1. English for Academic Purposes ...........................................................
a. The Types of EAP Situations ..........................................................
b. Language Issues in EAP ..................................................................
1) Grammar ...................................................................................
2) Vocabulary ................................................................................
3) Discourse and Genre Analysis ...................................................
c. The Skills in EAP............................................................................
1) Reading Skills........................................................................
2) Listening to Monologue .........................................................
3) Listening and Speaking Skills ................................................
4) Speaking Monologue .............................................................
5) Writing Skills ........................................................................
2. Second Language Teaching and Learning Theory ................................
a. The Strands in Second Language Teaching and Learning ...............
b. The Skills in Second Language Teaching and Learning ..................
3. Materials Development ........................................................................
4. Contextual Review ..............................................................................
a. Indonesian Curriculum for Tertiary Education ...............................
b. The Profile of Chemistry Department of UII ..................................
5. Related Studies ....................................................................................
B. THEORETICAL FRAMEWORK ............................................................
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CHAPTER III.RESEARCH METHODOLOGY
A. RESEARCH METHOD ....................................................................
B. RESEARCH PROCEDURE ..............................................................
C. DATA ...............................................................................................
1. Nature of Data ..............................................................................
2. Sources of Data .............................................................................
a. The Participants in the Needs Analysis ....................................
b. The Participants in the Preliminary Field Testing ....................
c. The Participants in the Main Field Testing ..............................
D. DATA GATHERING........................................................................
1. Instruments ..................................................................................
2. Validation....................................................................................
a. The Validation of the Test Used for the Pretest ......................
b. The Validation of the Test Used for the Posttest.....................
E. DATA ANALYSIS ...........................................................................
1. Descriptive Statistics ...................................................................
2. Inferential Statistics .....................................................................
a. Normality Test .......................................................................
b. Hypothesis Testing ................................................................
3. Descriptive Qualitative ................................................................
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS
A. PROCESS OF DESIGNING THE MATERIALS MODEL ...................
1. Research and Information Collecting .................................................
2. Identification of Needs (Needs Analysis) ...........................................
3. Planning ............................................................................................
4. Developing Preliminary Form of the Conceptual Model ....................
5. Evaluation of the Conceptual Model ..................................................
a. The Descriptive Statistics of the Evaluators’ Judgment ................
b. The Descriptive Qualitative of the Evaluators’ Judgment .............
6. The Revision of the Conceptual Model ..............................................
B. THE PRESENTATION OF THE ICONIC MODEL ..............................
1. Manual ..............................................................................................
2. Course Book......................................................................................
a. Unit 1 (Chemical Foundations) ....................................................
b. Unit 2 (Materials Safety Data Sheet) ............................................
c. Unit 3 (Food, Drugs, and Cosmetics) ...........................................
d. Unit 4 (Industrial Chemistry) .......................................................
e. Unit 5 (Green Chemistry) ............................................................
3. Workbook ..........................................................................................
C. THE ACCEPTIBILITY OF THE ICONIC MODEL ..............................
1. Preliminary Field Testing of the Iconic Model ...................................
a. The Preliminary Field Testing of Unit 1 ....................................
b. The Preliminary Field Testing of Unit 2 ....................................
c. The Preliminary Field Testing of Unit 3 ....................................
d. The Preliminary Field Testing of Unit 4 ....................................
e. The Preliminary Field Testing of Unit 5 ....................................
2. Main Product Revision of the Iconic Model .......................................
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3. Main Field Testing ............................................................................
a. The Opinion Data ........................................................................
1) The Main Field Testing of Unit 1 ...........................................
2) The main Field Testing of Unit 2 ...........................................
3) The Main Field Testing of Unit 3 ...........................................
b. The Measurement Data ................................................................
4. Operational Product Revision ............................................................
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CHAPTER V. CONCLUSION AND SUGGESTION
A. CONCLUSIONS ...............................................................................
B. SUGGESTIONS ...............................................................................
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BIBLIOGRAPHY .......................................................................................
APPENDICES .............................................................................................
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LIST OF TABLES
Table 2.1. Tenses in Academic Articles .......................................................
Table 2.2. Curricular Competences ...............................................................
Table 2.3 Co-curricular Competences ...........................................................
Table 2.4 Extra-curricular Strategies .............................................................
Table 3.1 The Profile of Evaluators ...............................................................
Table 3.2. Descriptive Statistics of the Evaluators and the Students...............
Questionnaire .............................................................................
Table 3.3. The Interpretation of the Degree of Agreement .............................
Table 3.4. Table of Kolmogorov-Smirnov .....................................................
Table 4.1. The Students’ Perceptions on the Skills They Need to Support
Their Study .................................................................................
Table 4.2. The Raw Data of the Evaluator Judgments on the
Preliminary Form of the Conceptual Model ................................
Table 4.3. The Raw Data of the Evaluator Judgment on Unit 1 .....................
Table 4.4. The Raw Data of the Evaluator Judgment on Unit 2 .....................
Table 4.5. The Raw Data of the Evaluator Judgment on Unit 3 .....................
Table 4.6. The Raw Data of the Evaluator Judgment on Unit 4 .....................
Table 4.7. The Raw Data of the Evaluator Judgment on Unit 5 .....................
Table 4.8. The Result of the Student Questionnaire on Unit 1 .......................
Table 4.9. The Result of the Student Questionnaire on Unit 2 .......................
Table 4.10. The Result of the Student Questionnaire on Unit 3 .....................
Table 4.11. Table of Wilcoxon Test ..............................................................
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LIST OF FIGURES
Figure 2.1. Materials Design Model .............................................................
Figure 2.2. The Theoretical Framework of the Study.....................................
Figure 3.1. The Process of Materials Writing and R & D Steps ...................
Figure 3.2. The Adapted Model of the Research Design ................................
Figure 4.1. The Students’ Needs of Reading ................................................
Figure 4.2. The Skills Needed for Reading ....................................................
Figure 4.3. The Purpose of Learning Listening, Speaking, and Writing .........
Figure 4.4. The Students’ Preference on the Learning Activities in
the Class .....................................................................................
Figure 4.5. The Students’ Preference in Doing Learning Activities ...............
Figure 4.6. The Preliminary Form of the Conceptual Model of the
The English Materials for Chemistry University Students ...........
Figure 4.7. The Revised Conceptual Model of the English Materials
for Chemistry University Students .............................................
Figure 4.8 The Manual ..................................................................................
Figure 4.9 Unit 1 ...........................................................................................
Figure 4.10 Unit 2 .........................................................................................
Figure 4.11 Unit 3 .........................................................................................
Figure 4.12 Unit 4 .........................................................................................
Figure 4.13 Unit 5 .........................................................................................
Figure 4.14 Workbook ..................................................................................
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LIST OF APPENDICES
Appendix 1 Blueprint of the Reading Comprehension and Speaking ............
Appendix 2 Need Analysis Interview ............................................................
Appendix 3 Learners’ Perceived Needs Questionnaire ..................................
Appendix 4 Evaluator Questionnaire .............................................................
Appendix 5 The Syllabus of English for Chemistry.......................................
Appendix 6 Course Outline ...........................................................................
Appendix 7 The Blue Print of the Pretest and the Posttest .............................
Appendix 8A The Pretest ..............................................................................
Appendix 8B The Posttest .............................................................................
Appendix 9A Item Analysis (Pretest) ............................................................
Appendix 9B Item Analysis (Posttest)...........................................................
Appendix 10A The Result of the Student Interview of Unit 1........................
Appendix 10B The Result of the Student Interview of Unit 2 ........................
Appendix 10C The Result of the Student Interview of Unit 3 ........................
Appendix 11 The Result of the Test ..............................................................
Appendix 12 Photo Documentation...............................................................
Appendix 13 The Iconic Model .....................................................................
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ABSTRACT
Kurniyati, 2016. A Model of English Materials for Chemistry University Students.
Yogyakarta: Graduate Program of English Language Studies, Sanata Dharma
University.
Materials are important components that affect the success of English
teaching and learning process besides the teacher and the learner, and English for
Academic Purposes is not exceptional. Despite the high demand of English for
chemistry, relevant learning materials are not easily available. It is necessary to
develop a model of English materials for chemistry university students. The
research question is What is the iconic model of English materials for Chemistry
university students like?
This is a research and development (R & D) study. The respondents were
students of UII majoring in chemistry and lectures of UII who are experienced in
teaching English as MPK (Character Building Subject). The data collection
techniques were questionnaire, interview, and test. The data from the open ended
questionnaire were analyzed by using descriptive statistics by employing central
tendency. The data from the closed ended questionnaire were qualitatively
described. The data from the interview were analyzed trough organization, coding,
and interpretation. Meanwhile, the data from the tests (pretest and posttest) were
analyzed by using wilcoxon test.
The research finding is the iconic model that consists of five units of
materials. The first unit is chemical foundation, the second is materials safety data
sheets, the third is food, drugs and cosmetics, the fourth is industrial chemistry, and
the fifth is green chemistry. The result of the study based on the questionnaire, the
interview, and the tests implies that the iconic model is acceptable by the
perspective of the users. However, this model needs improvement. It is expected
that the improved model of English materials for chemistry university students can
contribute positively to the English teaching and learning process in chemistry
department of Islamic University of Indonesia (UII).
Keywords: model, English materials, chemistry
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ABSTRAK
Kurniyati, 2015. Model Materi Bahasa Inggris untuk Mahasiswa Kimia.
Yogyakarta: Magister Kajian Bahasa Inggris, Universitas Sanata Dharma.
Materi merupakan komponen penting yang menentukan suksesnya kegiatan
belajar dan mengajar selain faktor dari guru dan murid itu sendiri, tidak terkecuali
dalam konteks pengajaran bahasa Inggris untuk tujuan akademik. Semakin
meningkatnya kebutuhan akan bahasa Inggris untuk Kimia tidak seimbang dengan
tersedianya materi yang sesuai. Pertanyaan penelitian ini adalah Seperti apa kah
model iconic (kongkret) materi bahasa Inggris untuk mahasiswa Kimia?
Penelitian ini termasuk kategori penelitian dan pengembangan. Responden
penelitian ini adalah mahasiswa Kimia UII dan dosen yang berpengalaman dalam
mengajar Bahasa Inggris sebagai Mata Kuliah Pengembangan Kepribadian
lingkungan UII. Teknik pengambilan data adalah kuesioner, wawancara, dan test.
Data dari kuesioner tertutup dianalisia dengan menggunakan statistik deskriptif
yaitu dengan menggunakan kecenderungan memusat. Data dari kuesioner terbuka
dianalisa melalui pengelompokan, pemberian kode, dan penginterprestasian.
Sementara itu, data dari tes (test sebelum dan tes sesudah implementasi materi),
diolah dengan statistik wilcoxon.
Hasil dari penelitian ini adalah model kongkret dari materi bahasa Inggris
untuk mahasiswa kimia yang berupa materi berisikan lima unit: Fondasi Kimia
(unit 1), MSDS (unit 2), Makanan, Obat, dan Kosmetik (unit 3), Kimia Industri
(unit 4), dan Kimia Ramah Lingkungan (unit 5). Hasil dari kuesioner, wawancara,
dan tes mengindikasikan bahwa model materi yang dikembangkan bisa diterima
oleh pengguna. Meskipun demikian, perbaikan model harus tetap dilakukan.
Diharapkan model materi ini bisa memberikan kontribusi positif terhadap proses
belajar mengajar di jurusan Kimia UII.
Kata kunci: Model, Materi bahasa Inggris, Kimia
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CHAPTER I
INTRODUCTION
This research aims to develop a model of English materials for chemistry
university students. This chapter will ensure that this research is a valid and
feasible project. This chapter will describe research background, problem
identification, problem limitation, research question, research objective, and
research benefits.
A. RESEARCH BACKGROUND
The need of English has increasingly become high demand in English
expanding circle countries in line with
the globalization of information and
technology. The fast development of internet has enabled academicians to be able
to access knowledge in the form of text, audio, and video. Enormous sources of
knowledge such as notes, e-book, research journals, podcast, tutorial and other
publication are accessible for academicians to support their study.
As one of the discipline in science, chemistry study has also grown fast in
line with the development of other science studies. This fast development urges
those who study in chemistry for being up to date with this development. To be
able to access the sources of knowledge, they must have good competence of
English. This English competence should not only cover the general English, yet
most importantly, specific English that suits their academic purposes or their
specific academic purposes.
Therefore, particularly, the university students
majoring in chemistry need to have English competence that enables them to
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access knowledge in order to support their study and to be up to date with the
recent development in science especially in chemistry.
As one of English expanding circle countries, the Indonesian government
has put English in university curriculum. According to Education Minister Decree
in
2003/2004, English in university
is categorized into Character Building
Subject (MPK). It is expected that university students have English competence
that enables them to access knowledge in order to support their study and enables
them to actualize themselves according to their field of study. However, teaching
English for academic purposes in university may deal with several issues such as
the students’ competence, the constraint of the teaching, and the availability of
materials. Since in high schools the students get general English, they may have
not been familiar with the specific terms used in chemistry. The other constraint
of the EAP teaching is the fact that in Indonesia, as well as in EAP situation
where subject courses are taught in the national language, English is taught in the
first year of the academic course as stated also by Dudley-Evans and St John
(1998). This may highly influence the students motivation and the unprepared
cognitive ability since in the first semester they haven’t dealt with specific
chemistry and haven’t dealt with research.
B. PROBLEM IDENTIFICATION
The teaching of English for specific academic purposes cannot be separated
from context. As Graves (2000:17) suggests, reviewing or defining the context is
vital in developing materials in English for Specific Academic Purposes as well as
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other courses. Therefore, it is really important to consider the problem related to
the specific context.
The setting of the research is chemistry department of Islamic University of
Indonesia. English for chemistry may still be considered as a new subject in UII.
Due to its small number, chemistry students used to join with pharmacy students
in English class. In 2010, the number of students majoring in chemistry increased
that they had their own English class in 2010. Thus, the teaching of English for
chemistry began with one class in 2010. Along with the development of UII, the
number of students majoring in chemistry is getting higher until reaching more
than 205 students distributed in four classes in 2014. This fast development in
quantity needs to be followed with the improvement of the quality of the teaching
and learning process too.
English as MPK (Character Building Subject) is taught
in 2 credits
meaning that the students only have English class once a week for 100 minutes.
There are 14 meetings for lecturing, one meeting for mid semester test, and one
meeting for final semester class. The teaching and learning process is conducted
in large class consisting of more or less 60 students in each class. This means the
English course only has limited time to develop the students’ competence in
English. Therefore, the existence of English materials is badly needed to support
the teaching and learning process.
Since chemistry major has just had its own English class in 2010, there
have not been any materials in the form of module or course book that can serve
as resource either for the students and for the lecturer. The existence of module or
course book will be beneficial for the students since it can give the students a sort
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of mapping of the English lesson and can be a resource for them to learn outside
the class. The module or the course book can also be used by the teacher during
the instruction. Moreover, the urgency of the availability of the materials is also
needed, as stated previously, since there are no commercial materials. Materials
for English for Specific Academic Purposes should fit the specific subject area of
particular learners. Therefore it is not surprisingly that Hutchingson and Waters
(1987) said that producing in-house materials is considered as an established
tradition of ESP teachers. The importance of materials in ESP context as
mentioned by Dudley-Evan and St John (1998) are as a source of language, as a
learning support, for motivation and stimulation, and for reference. Therefore, the
researcher, who is also the teacher of English as MPK (Character Building
Subject) in chemistry department of UII, conducts this study on developing a
model of English materials for chemistry university students.
C. PROBLEM LIMITATION
The research is aimed at developing a model of English materials for
chemistry university
students. The designed materials are based on the
curriculum of English subject in UII, the needs analysis, the theories of English
for specific academic purposes, materials development, and the theories of
English teaching and learning in general. The materials of English for Specific
Academic Purposes are supposed to be integrated, meaning that it should cover
all four skills including listening, speaking, reading, and writing. As mentioned in
Dudley-Evan and St John (1998), there are many reports in the literature which
suggest that mono-skill courses are often less motivating, so there are moves to
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introduce more variety. However, considering the limitation of the time and the
researcher’s constraint, this study put primary focus on reading with involving
others as supportive skills. This is due to the context of EAP in Indonesia as an
expanding circle country in which the most needed skill is reading. In addition,
the existence of other skills are to motive the students and to support the main
skill as stated by Brown (2001) that one skill will reinforce another.
D. RESEARCH QUESTION
This research proposes one question to be answered. The question is what is the
iconic model of English materials for chemistry university students like?
E. RESEARCH OBJECTIVE
The objective of the research is the answer of the question formulated
above. This research aims to present the iconic model of the English materials for
chemistry university students. The iconic model is the concrete or the real model
that can be used as a means for teaching and learning. Developing the iconic
model involves developing conceptual model as the prior step and discovering its
acceptability as the latte step.
The conceptual model is the concepts or the theories that underlay the
development of the iconic model. It is the reason why a certain product is made
that way. This conceptual model is then realized into the physical or the iconic
model. This iconic model then needs to be discovered its acceptability.
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F. RESEARCH BENEFITS
This study is expected to give some benefits. Theoretically, this study is
expected to give contribution to English for specific academic purposes especially
in the field of chemistry by proposing the materials model. Moreover, it is
expected that this study could bridge the gap between educational theories and
practice as the goal of research and development study.
Practically, this study could give contribution to the improvement of the
efficiency and the effectiveness of the English teaching and learning process in
chemistry major especially in Islamic University of Indonesia. This material
model can be used by the teacher for giving instruction. This can also be used by
the chemistry students as a source of learning that is easily accessible beside the
teacher. This enables the students to obtain efficiency in learning English and to
have sufficient English competence. By having sufficient English competence, as
a result, they can actualize themselves in terms of participating in the field of
chemistry. Through efficiency and self-actualization, eventually, the students’ life
quality can be improved.
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CHAPTER II
LITERATURE REVIEW
This chapter aims to discover the logical truth of the iconic model of
English materials for chemistry university students. It will clarify concepts and
concept relations to discover the universal truth of the materials model. This
chapter consists of the theoretical review and theoretical framework.
A. THEORETICAL REVIEW
The theoretical review includes English for Academic Purposes, Second
Language learning Theory, Materials Development, Contextual Review, and
Related Studies. The English for Academic Purposes covers the types of EAP
situation, language issues in EAP, and the skills in EAP.
1. English for Academic Purposes
The purpose of this study is to develop a model of English materials for
chemistry university students which is properly called as English for Specific
Academic Purposes. English for Specific Academic Purposes is a branch of
English for Academic Purposes which is also a branch of English for Specific
Purposes. As these terms are often overlapped one into another, it is important to
clarify these concepts and put these together into one frame of unity.
Jordan (1997) suggests a working definition of EAP which is proposed by
ETIC (1975) in that ‘EAP is concerned with those communication skills in
English which are required for study purposes in formal education systems’.
Meanwhile, ESP itself is defined as ‘an approach to language teaching in which
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all decisions as to content and method are based on the learner’s reason for
learning’ (Hutchingson and Waters:1987). ESP has two main strands: English for
Occupational/Vocational/Professional Purposes (EOP/EVP/EPP) and English for
Academic Purposes (EAP). This clarifies the position of English for Academic
Purposes as one of the strands of ESP. Further, as has been illustrated by Jordan
(2007), English for Academic Purposes is then divided into two categories:
English for Specific Academic Purposes (ESAP) e.g. medicine, engineering,
economics and English for General Academic Purposes (EGAP) e.g. listening
and note-taking, academic writing, reference skills, seminars and discussions. As
stated by Blue (1988a) in Dudley-Evans and St John (1988), it is essential to be
aware of the difference between English for General Academic Purposes (EGAP)
and English for Specific Academic Purposes (ESAP) in order to get a full
understanding of EAP. According to Dudley-Evans and St John (1988: 41) ‘GAP
refers to ‘the teaching of the skills and language that are common to all
disciplines’, meanwhile ESAP refers to ‘the teaching of the features that
distinguish one discipline from others’. Thus, it is clear that English for Chemistry
is considerably categorized into English for Specific Academic Purposes (ESAP).
a.
The Types of EAP Situations
It is important for either teachers or material developers to carefully
consider the situation in which the EAP is conducted. Dudley-Evans and St John
(1998: 34-35) claim that the crucial factor that determines the content of EAP
course is whether the subject course is taught in English or not. Regarding this,
Dudley-Evans and St John (1998: 34-35) propose four types of EAP situation,
mostly focus on tertiary level of institutions.
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1. An English-speaking country, such as UK or USA.
2. An English-as-a-Second-Language (ESL) situation where English is the
official language of education and is widely spoken, as in former British
colonies in Africa or South East Asia. (We are using ESL in the specific British
senses referring to this kind of situation, as opposed to the more general
American use of the term, which applies to all EFL/ESL teaching.)
3. A situation in which certain subjects, such as medicine, engineering or science,
are officially taught in English, while for other subjects and at other levels of
education the national language is used.
4. A situation where all subject courses are taught in the national language, but
English may be important for ancillary reasons.
For Indonesia context, it is important to take into account the statement of
Dudley-Evans and St John (1998) on EAP situation where subject courses are
taught in the national language. Dudley-Evans and St John (1998) say that in EAP
situation where subject courses are taught in the national language, motivation has
become problem in the sense that is similar to EAP situation in which certain
subjects are taught in English. It is hard to determine what the students’ real
needs are. Conceptually, it is important for the students to focus on the reading
skills. However, practically the students may consider the reading of English
textbooks or articles as optional extra and they may be become more motivated
by materials that focus on other skills. To put it differently, they may be more
motivated in delayed needs, needs that arise either in the final year (for example
project work) or to communication needs in future work, rather than immediate
ones. In line with this, Flowerdew and Peacock (2001) cite Hutchingson and
Water’s (1987) statement who claim that there is discrepancy between the
institutions’ perception of students’ need and their true needs and ‘wants’. This
mismatch brings about the students’ lack of motivation, the teachers’
disappointment caused by a frustrated ideal or belief, and the waste of materials as
well.
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b. Language Issues in EAP
Language issues in EAP deal with grammar, vocabulary, and genre and
discourse analysis. The grammar addresses key grammatical forms and the
teaching of grammar in EAP. The vocabulary brings issue about technical
vocabulary, semi-technical vocabulary, and the teaching of vocabulary in EAP.
Genre and discourse analysis discuses the influence of discourse and genre studies
to the field of EAP.
1) Grammar
There has been debate whether grammar should be concerned or not in ESP.
According to Dudley-Evans and St John (1998), focus on the grammar is needed
when the students have grammatical difficulties that hinder with the essentially
productive skills of speaking and writing, or the essentially receptive skills of
listening and reading. The learners’ level in English can be used to determine the
amount of priority which is
paid to grammatical weakness beside the
consideration whether the priority is given to accuracy or to fluency in using the
language. For reading, Dudley-Evans and St John (1998) maintain that ‘where the
learners’ grammatical weaknesses interfere with comprehension of meaning, the
relationship between meaning and form can be taught or revised in the context
through analysis and explanation. This often includes the verb form, notably tense
and voice; modals, particularly in relation to the expression of certainty and
uncertainty; logical connectors such as ‘however’, ‘therefore’ and ‘moreover’;
noun compounds; and various expressions related to the notion of ‘cause and
effect’ (this list arises from discussions with Brazilian teachers working on ESP
reading project there).”
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However, where English is used as the medium of communication and
students are expected to present work and make oral presentations in accurate
English, Dudley-Evans and St John (1998) claim that serious weaknesses in
grammar require more specific help. Thus, it is important to pay attention to the
given difficulty. The students need to be taught both the form and its contextual
use that are relevant to their needs. In addition, Dudley-Evans and St John (1998)
point out the key grammatical forms that should be taught in ESP including verbs
and tense, voice, modals, articles, nominalization, and logical connectors.
Related to verbs and tense, the following is the pattern of tenses that may
be very important in the academic article according to Swales (1988) in DudleyEvans and St John (1998).
Table 2.1 Tenses in Academic Articles (Swales, 1988, as cited in DudleyEvans and St John,1998)
Section
Introduction
Method
Discussion/Conclusion
Tense Predominantly Used
Present simple (active and passive), present perfect
Past passive
Result: past
Comments: present
Related to the voice, Dudley-Evans and St John (1998) do not agree with
the idea, which seems to be accepted as common belief, that scientific or
academic writing uses passive voice more than active. Dudley-Evans and St John
(1998) argue, ‘what is true is that such writing uses the passive voice more
frequently than some other types of writing.’ The studies conducted by Wingard
(1981) and Tarone et al., (1981, 1998) were used to support this statement.
Related to the modals, Dudley-Evans and St John (1998) put emphasized
on use of modals for hedging in academic works. Meanwhile, dealing with article,
Dudley-Evans and St John (1998) suggest certain uses of articles that are
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particularly important in ESP since it can make significant difference to the
writing of students. That is the absence of an article in general statements with an
uncountable noun and the use of ‘the’ with named methods, procedures, formulae,
graphs, cycles and other concepts.
Dealing with nominalization, Mason (1990) in Dudley-Evans and St John
(1998) argue that nominalization, that is the use of verbal nouns usually ending in
suffixes such as –ation, -ition, -ity, -mentor ness, is a major feature of the abstract
language favoured by academic writers. Lastly, related with logical connectors,
Dudley-Evans and St John (1998) state, ‘logical connectors’, such as, ‘moreover’,
‘however’, and ‘therefore’, have always had a high profile in EAP teaching. They
are generally seen as a key to understanding of the logical relationships in texts
and therefore relevant to the teaching of reading and writing in EAP.
Furthermore, Dudley-Evans and St John (1998) suggest that the teaching of
grammar should be contextually specific.
2) Vocabulary
In general, Dudley-Evans and St John (1998) agree with the common
belief that it should not be responsibility of the ESP teacher to teach technical
vocabulary. However, they have suggested that in certain specific contexts it may
be the duty of the ESP teacher to check that learners have understood technical
vocabulary appearing as carrier content for an exercise. They maintain that it is
important that both the teacher and the learners appreciate that this vocabulary is
acting as carrier content for an exercise, and it is not the real content of the
exercise.
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Regarding the teaching of vocabulary is ESP, Nattinger (1988) in DudleyEvans and St John (1998) say that it is crucial to distinguish vocabulary needed
for comprehension and that needed for production. In comprehension, the
significant technique to learn new vocabulary is through deducing the meaning of
vocabulary from the context and from the structure of the actual word.
Meanwhile, the most important technique for production purposes is through
storage and retrieval. The use of word association, mnemonic devices and loci,
that is the way to memorize a word by using visual images, are varieties of
techniques that are recommended for storing vocabulary. However, as Dudley
Evans and St John (1998) suggest, it is important that teachers should chose
technique that suits the learners’ preference. The techniques mentioned before are
those that are concerning with cognitive processing rather than mechanical
learning of lists.
3) Discourse and Genre Analysis
The term discourse analysis is often overlapped with genre analysis.
Dudley-Evans and St John (1998) propose that discourse analysis is ‘any study of
language or, more specifically, texts at a level above that of the sentence. This
may involve the study of cohesive links between sentences, of paragraph
structure, or the structure of the whole text. The results of this type of analysis
make statements about how texts-any text-work. This is ‘applied’ discourse
analysis.’ Meanwhile, genre analysis is ‘where the focus of the text analysis is on
the regularities of structure that distinguish one type of text from another type’.
The results of genre analysis focus on the differences between text types, or
genres. Therefore, it is clear that genre analysis is a part of discourse analysis.
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c.
The Skills in EAP
The classification of skills in EAP is quite different from that of in the
tradition of second language learning in general. In EAP, there are five types of
skills. Those are reading skills, listening to monologue, listening and speaking
skills, speaking monologue, and writing skills.
1) Reading skills
Robinson (1991) claims that reading is probably the most generally needed
skill in EAP worldwide. Further, she mentions an influential article written by
Johns and Davies (747) who suggest that in EAP (and in ESP generally), texts are
‘vehicle for information’, not ‘linguistic objects’. They suggest a methodology for
studying written texts, such that the focus is on the information in them and not
primarily on the linguistic forms used to realize that information. In addition,
Robinson also mentions Adams Smith’s opinion (680) who agrees that attention
to the use of information in a text should be put emphasized on.
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ABSTRACT
Kurniyati, 2016. A Model of English Materials for Chemistry University
Students. Yogyakarta: Graduate Program of English Language Studies, Sanata
Dharma University.
Materials are important components that affect the success of English
teaching and learning process besides the teacher and the learner, and English for
Academic Purposes is not exceptional. Despite the high demand of English for
chemistry, relevant learning materials are not easily available. It is necessary to
develop a model of English materials for chemistry university students. The
research question is What is the iconic model of English materials for Chemistry
university students like?
This is a research and development (R & D) study. The respondents were
students of UII majoring in chemistry and lectures of UII who are experienced in
teaching English as MPK (Character Building Subject). The data collection
techniques were questionnaire, interview, and test. The data from the open ended
questionnaire were analyzed by using descriptive statistics by employing central
tendency. The data from the closed ended questionnaire were qualitatively
described. The data from the interview were analyzed trough organization,
coding, and interpretation. Meanwhile, the data from the tests (pretest and
posttest) were analyzed by using wilcoxon test.
The research finding is the iconic model that consists of five units of
materials. The first unit is chemical foundation, the second is materials safety data
sheets, the third is food, drugs and cosmetics, the fourth is industrial chemistry,
and the fifth is green chemistry. The result of the study based on the
questionnaire, the interview, and the tests implies that the iconic model is
acceptable by the perspective of the users. However, this model needs
improvement. It is expected that the improved model of English materials for
chemistry university students can contribute positively to the English teaching
and learning process in chemistry department of Islamic University of Indonesia
(UII).
Keywords: model, English materials, chemistry
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ABSTRAK
Kurniyati, 2015. Model Materi Bahasa Inggris untuk Mahasiswa Kimia.
Yogyakarta: Magister Kajian Bahasa Inggris, Universitas Sanata Dharma.
Materi merupakan komponen penting yang menentukan suksesnya
kegiatan belajar dan mengajar selain faktor dari guru dan murid itu sendiri, tidak
terkecuali dalam konteks pengajaran bahasa Inggris untuk tujuan akademik.
Semakin meningkatnya kebutuhan akan bahasa Inggris untuk Kimia tidak
seimbang dengan tersedianya materi yang sesuai. Pertanyaan penelitian ini adalah
Seperti apa kah model iconic (kongkret) materi bahasa Inggris untuk mahasiswa
Kimia?
Penelitian ini termasuk kategori penelitian dan pengembangan. Responden
penelitian ini adalah mahasiswa Kimia UII dan dosen yang berpengalaman dalam
mengajar Bahasa Inggris sebagai Mata Kuliah Pengembangan Kepribadian
lingkungan UII. Teknik pengambilan data adalah kuesioner, wawancara, dan test.
Data dari kuesioner tertutup dianalisia dengan menggunakan statistik deskriptif
yaitu dengan menggunakan kecenderungan memusat. Data dari kuesioner terbuka
dianalisa melalui pengelompokan, pemberian kode, dan penginterprestasian.
Sementara itu, data dari tes (test sebelum dan tes sesudah implementasi materi),
diolah dengan statistik wilcoxon.
Hasil dari penelitian ini adalah model kongkret dari materi bahasa Inggris
untuk mahasiswa kimia yang berupa materi berisikan lima unit: Fondasi Kimia
(unit 1), MSDS (unit 2), Makanan, Obat, dan Kosmetik (unit 3), Kimia Industri
(unit 4), dan Kimia Ramah Lingkungan (unit 5). Hasil dari kuesioner,
wawancara, dan tes mengindikasikan bahwa model materi yang dikembangkan
bisa diterima oleh pengguna. Meskipun demikian, perbaikan model harus tetap
dilakukan. Diharapkan model materi ini bisa memberikan kontribusi positif
terhadap proses belajar mengajar di jurusan Kimia UII.
Kata kunci: Model, Materi bahasa Inggris, Kimia
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A MODEL OF ENGLISH MATERIALS FOR CHEMISTRY
UNIVERSITY STUDENTS
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M Hum) Degree
In English Language Studies
by
Kurniyati
Student Number: 136332019
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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A MODEL OF ENGLISH MATERIALS FOR CHEMISTRY
UNIVERSITY STUDENTS
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M Hum) Degree
In English Language Studies
by
Kurniyati
Student Number: 136332019
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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ACKNOWLEDGMENTS
All praise be to Allah SWT, without whose mercies and guidance I would
have never been able to finish this thesis. My deepest gratitude goes to my advisor
Dr. J. Bismoko for the enlightening guidance and wise advice along the process of
writing this thesis. I would like to express my gratitude to all lecturers of Graduate
Program in English Language Studies of Sanata Dharma University: F.X. Mukarto,
Ph.D, Dr. B.B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd.,M.A. and Widya
Kiswara, M.Hum. for teaching us not only to be better academician but also to be
better human.
I owe an enormous debt of gratitude to chemistry students of UII who have
helped me much in the process of data collection and the head of the study program
and the staff of chemistry department who have given me permission to conduct
research during my teaching of English as MPK (Character Building Subject). I
would also like to express my gratitude to Lulu Sylviani, Ista Maharsi, and Ferry
Desnita for giving me advice during the data collection.
Special thanks go to my truly inspiring friend Maria Wulandari who has
encouraged me and has always been eager to share information, knowledge, and
experience during the thesis writing. I should also thank to my colleague Yunita
Rizky Wijayanti for her care and encouragement and Vinindita Citrayasa for the
spirit for keeping on struggling to meet the deadline of thesis completion. I also
wish to thank my friends in English Language Education in Sanata Dharma and my
colleagues in CILACS UII.
Last but not least, my sincere gratitude goes to my family: my mother, my
father, my brother and my relatives for their support and care. I am grateful to all of
those who have supported me during the completion of my study. I hope this thesis
will be useful for readers and give contribution to the improvement of the teaching
of English.
Kurniyati
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TABLE OF CONTENTS
TITLE PAGE ...............................................................................................
APPROVAL PAGE ......................................................................................
DEFENSE APPROVAL PAGE ....................................................................
STATEMENT OF WORK ORIGINALITY ..................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...............................
ACKNOWLEDGMENTS.............................................................................
TABLE OF CONTENTS ..............................................................................
LIST OF TABLES ........................................................................................
LIST OF FIGURES ......................................................................................
LIST OF APPENDICES ...............................................................................
ABSTRACT .................................................................................................
ABSTRAK .....................................................................................................
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CHAPTER I: INTRODUCTION
A. RESEARCH BACKGROUND ................................................................
B. PROBLEM IDENTIFICATION ...............................................................
C. PROBLEM LIMITATION .......................................................................
D. RESEARCH QUESTION ........................................................................
E. RESEARCH OBJECTIVE .......................................................................
F. RESEARCH BENEFITS ..........................................................................
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2
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5
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CHAPTER II. LITERATURE REVIEW
A. THEORETICAL REVIEW ......................................................................
1. English for Academic Purposes ...........................................................
a. The Types of EAP Situations ..........................................................
b. Language Issues in EAP ..................................................................
1) Grammar ...................................................................................
2) Vocabulary ................................................................................
3) Discourse and Genre Analysis ...................................................
c. The Skills in EAP............................................................................
1) Reading Skills........................................................................
2) Listening to Monologue .........................................................
3) Listening and Speaking Skills ................................................
4) Speaking Monologue .............................................................
5) Writing Skills ........................................................................
2. Second Language Teaching and Learning Theory ................................
a. The Strands in Second Language Teaching and Learning ...............
b. The Skills in Second Language Teaching and Learning ..................
3. Materials Development ........................................................................
4. Contextual Review ..............................................................................
a. Indonesian Curriculum for Tertiary Education ...............................
b. The Profile of Chemistry Department of UII ..................................
5. Related Studies ....................................................................................
B. THEORETICAL FRAMEWORK ............................................................
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CHAPTER III.RESEARCH METHODOLOGY
A. RESEARCH METHOD ....................................................................
B. RESEARCH PROCEDURE ..............................................................
C. DATA ...............................................................................................
1. Nature of Data ..............................................................................
2. Sources of Data .............................................................................
a. The Participants in the Needs Analysis ....................................
b. The Participants in the Preliminary Field Testing ....................
c. The Participants in the Main Field Testing ..............................
D. DATA GATHERING........................................................................
1. Instruments ..................................................................................
2. Validation....................................................................................
a. The Validation of the Test Used for the Pretest ......................
b. The Validation of the Test Used for the Posttest.....................
E. DATA ANALYSIS ...........................................................................
1. Descriptive Statistics ...................................................................
2. Inferential Statistics .....................................................................
a. Normality Test .......................................................................
b. Hypothesis Testing ................................................................
3. Descriptive Qualitative ................................................................
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS
A. PROCESS OF DESIGNING THE MATERIALS MODEL ...................
1. Research and Information Collecting .................................................
2. Identification of Needs (Needs Analysis) ...........................................
3. Planning ............................................................................................
4. Developing Preliminary Form of the Conceptual Model ....................
5. Evaluation of the Conceptual Model ..................................................
a. The Descriptive Statistics of the Evaluators’ Judgment ................
b. The Descriptive Qualitative of the Evaluators’ Judgment .............
6. The Revision of the Conceptual Model ..............................................
B. THE PRESENTATION OF THE ICONIC MODEL ..............................
1. Manual ..............................................................................................
2. Course Book......................................................................................
a. Unit 1 (Chemical Foundations) ....................................................
b. Unit 2 (Materials Safety Data Sheet) ............................................
c. Unit 3 (Food, Drugs, and Cosmetics) ...........................................
d. Unit 4 (Industrial Chemistry) .......................................................
e. Unit 5 (Green Chemistry) ............................................................
3. Workbook ..........................................................................................
C. THE ACCEPTIBILITY OF THE ICONIC MODEL ..............................
1. Preliminary Field Testing of the Iconic Model ...................................
a. The Preliminary Field Testing of Unit 1 ....................................
b. The Preliminary Field Testing of Unit 2 ....................................
c. The Preliminary Field Testing of Unit 3 ....................................
d. The Preliminary Field Testing of Unit 4 ....................................
e. The Preliminary Field Testing of Unit 5 ....................................
2. Main Product Revision of the Iconic Model .......................................
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3. Main Field Testing ............................................................................
a. The Opinion Data ........................................................................
1) The Main Field Testing of Unit 1 ...........................................
2) The main Field Testing of Unit 2 ...........................................
3) The Main Field Testing of Unit 3 ...........................................
b. The Measurement Data ................................................................
4. Operational Product Revision ............................................................
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CHAPTER V. CONCLUSION AND SUGGESTION
A. CONCLUSIONS ...............................................................................
B. SUGGESTIONS ...............................................................................
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BIBLIOGRAPHY .......................................................................................
APPENDICES .............................................................................................
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LIST OF TABLES
Table 2.1. Tenses in Academic Articles .......................................................
Table 2.2. Curricular Competences ...............................................................
Table 2.3 Co-curricular Competences ...........................................................
Table 2.4 Extra-curricular Strategies .............................................................
Table 3.1 The Profile of Evaluators ...............................................................
Table 3.2. Descriptive Statistics of the Evaluators and the Students...............
Questionnaire .............................................................................
Table 3.3. The Interpretation of the Degree of Agreement .............................
Table 3.4. Table of Kolmogorov-Smirnov .....................................................
Table 4.1. The Students’ Perceptions on the Skills They Need to Support
Their Study .................................................................................
Table 4.2. The Raw Data of the Evaluator Judgments on the
Preliminary Form of the Conceptual Model ................................
Table 4.3. The Raw Data of the Evaluator Judgment on Unit 1 .....................
Table 4.4. The Raw Data of the Evaluator Judgment on Unit 2 .....................
Table 4.5. The Raw Data of the Evaluator Judgment on Unit 3 .....................
Table 4.6. The Raw Data of the Evaluator Judgment on Unit 4 .....................
Table 4.7. The Raw Data of the Evaluator Judgment on Unit 5 .....................
Table 4.8. The Result of the Student Questionnaire on Unit 1 .......................
Table 4.9. The Result of the Student Questionnaire on Unit 2 .......................
Table 4.10. The Result of the Student Questionnaire on Unit 3 .....................
Table 4.11. Table of Wilcoxon Test ..............................................................
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LIST OF FIGURES
Figure 2.1. Materials Design Model .............................................................
Figure 2.2. The Theoretical Framework of the Study.....................................
Figure 3.1. The Process of Materials Writing and R & D Steps ...................
Figure 3.2. The Adapted Model of the Research Design ................................
Figure 4.1. The Students’ Needs of Reading ................................................
Figure 4.2. The Skills Needed for Reading ....................................................
Figure 4.3. The Purpose of Learning Listening, Speaking, and Writing .........
Figure 4.4. The Students’ Preference on the Learning Activities in
the Class .....................................................................................
Figure 4.5. The Students’ Preference in Doing Learning Activities ...............
Figure 4.6. The Preliminary Form of the Conceptual Model of the
The English Materials for Chemistry University Students ...........
Figure 4.7. The Revised Conceptual Model of the English Materials
for Chemistry University Students .............................................
Figure 4.8 The Manual ..................................................................................
Figure 4.9 Unit 1 ...........................................................................................
Figure 4.10 Unit 2 .........................................................................................
Figure 4.11 Unit 3 .........................................................................................
Figure 4.12 Unit 4 .........................................................................................
Figure 4.13 Unit 5 .........................................................................................
Figure 4.14 Workbook ..................................................................................
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LIST OF APPENDICES
Appendix 1 Blueprint of the Reading Comprehension and Speaking ............
Appendix 2 Need Analysis Interview ............................................................
Appendix 3 Learners’ Perceived Needs Questionnaire ..................................
Appendix 4 Evaluator Questionnaire .............................................................
Appendix 5 The Syllabus of English for Chemistry.......................................
Appendix 6 Course Outline ...........................................................................
Appendix 7 The Blue Print of the Pretest and the Posttest .............................
Appendix 8A The Pretest ..............................................................................
Appendix 8B The Posttest .............................................................................
Appendix 9A Item Analysis (Pretest) ............................................................
Appendix 9B Item Analysis (Posttest)...........................................................
Appendix 10A The Result of the Student Interview of Unit 1........................
Appendix 10B The Result of the Student Interview of Unit 2 ........................
Appendix 10C The Result of the Student Interview of Unit 3 ........................
Appendix 11 The Result of the Test ..............................................................
Appendix 12 Photo Documentation...............................................................
Appendix 13 The Iconic Model .....................................................................
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ABSTRACT
Kurniyati, 2016. A Model of English Materials for Chemistry University Students.
Yogyakarta: Graduate Program of English Language Studies, Sanata Dharma
University.
Materials are important components that affect the success of English
teaching and learning process besides the teacher and the learner, and English for
Academic Purposes is not exceptional. Despite the high demand of English for
chemistry, relevant learning materials are not easily available. It is necessary to
develop a model of English materials for chemistry university students. The
research question is What is the iconic model of English materials for Chemistry
university students like?
This is a research and development (R & D) study. The respondents were
students of UII majoring in chemistry and lectures of UII who are experienced in
teaching English as MPK (Character Building Subject). The data collection
techniques were questionnaire, interview, and test. The data from the open ended
questionnaire were analyzed by using descriptive statistics by employing central
tendency. The data from the closed ended questionnaire were qualitatively
described. The data from the interview were analyzed trough organization, coding,
and interpretation. Meanwhile, the data from the tests (pretest and posttest) were
analyzed by using wilcoxon test.
The research finding is the iconic model that consists of five units of
materials. The first unit is chemical foundation, the second is materials safety data
sheets, the third is food, drugs and cosmetics, the fourth is industrial chemistry, and
the fifth is green chemistry. The result of the study based on the questionnaire, the
interview, and the tests implies that the iconic model is acceptable by the
perspective of the users. However, this model needs improvement. It is expected
that the improved model of English materials for chemistry university students can
contribute positively to the English teaching and learning process in chemistry
department of Islamic University of Indonesia (UII).
Keywords: model, English materials, chemistry
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ABSTRAK
Kurniyati, 2015. Model Materi Bahasa Inggris untuk Mahasiswa Kimia.
Yogyakarta: Magister Kajian Bahasa Inggris, Universitas Sanata Dharma.
Materi merupakan komponen penting yang menentukan suksesnya kegiatan
belajar dan mengajar selain faktor dari guru dan murid itu sendiri, tidak terkecuali
dalam konteks pengajaran bahasa Inggris untuk tujuan akademik. Semakin
meningkatnya kebutuhan akan bahasa Inggris untuk Kimia tidak seimbang dengan
tersedianya materi yang sesuai. Pertanyaan penelitian ini adalah Seperti apa kah
model iconic (kongkret) materi bahasa Inggris untuk mahasiswa Kimia?
Penelitian ini termasuk kategori penelitian dan pengembangan. Responden
penelitian ini adalah mahasiswa Kimia UII dan dosen yang berpengalaman dalam
mengajar Bahasa Inggris sebagai Mata Kuliah Pengembangan Kepribadian
lingkungan UII. Teknik pengambilan data adalah kuesioner, wawancara, dan test.
Data dari kuesioner tertutup dianalisia dengan menggunakan statistik deskriptif
yaitu dengan menggunakan kecenderungan memusat. Data dari kuesioner terbuka
dianalisa melalui pengelompokan, pemberian kode, dan penginterprestasian.
Sementara itu, data dari tes (test sebelum dan tes sesudah implementasi materi),
diolah dengan statistik wilcoxon.
Hasil dari penelitian ini adalah model kongkret dari materi bahasa Inggris
untuk mahasiswa kimia yang berupa materi berisikan lima unit: Fondasi Kimia
(unit 1), MSDS (unit 2), Makanan, Obat, dan Kosmetik (unit 3), Kimia Industri
(unit 4), dan Kimia Ramah Lingkungan (unit 5). Hasil dari kuesioner, wawancara,
dan tes mengindikasikan bahwa model materi yang dikembangkan bisa diterima
oleh pengguna. Meskipun demikian, perbaikan model harus tetap dilakukan.
Diharapkan model materi ini bisa memberikan kontribusi positif terhadap proses
belajar mengajar di jurusan Kimia UII.
Kata kunci: Model, Materi bahasa Inggris, Kimia
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CHAPTER I
INTRODUCTION
This research aims to develop a model of English materials for chemistry
university students. This chapter will ensure that this research is a valid and
feasible project. This chapter will describe research background, problem
identification, problem limitation, research question, research objective, and
research benefits.
A. RESEARCH BACKGROUND
The need of English has increasingly become high demand in English
expanding circle countries in line with
the globalization of information and
technology. The fast development of internet has enabled academicians to be able
to access knowledge in the form of text, audio, and video. Enormous sources of
knowledge such as notes, e-book, research journals, podcast, tutorial and other
publication are accessible for academicians to support their study.
As one of the discipline in science, chemistry study has also grown fast in
line with the development of other science studies. This fast development urges
those who study in chemistry for being up to date with this development. To be
able to access the sources of knowledge, they must have good competence of
English. This English competence should not only cover the general English, yet
most importantly, specific English that suits their academic purposes or their
specific academic purposes.
Therefore, particularly, the university students
majoring in chemistry need to have English competence that enables them to
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access knowledge in order to support their study and to be up to date with the
recent development in science especially in chemistry.
As one of English expanding circle countries, the Indonesian government
has put English in university curriculum. According to Education Minister Decree
in
2003/2004, English in university
is categorized into Character Building
Subject (MPK). It is expected that university students have English competence
that enables them to access knowledge in order to support their study and enables
them to actualize themselves according to their field of study. However, teaching
English for academic purposes in university may deal with several issues such as
the students’ competence, the constraint of the teaching, and the availability of
materials. Since in high schools the students get general English, they may have
not been familiar with the specific terms used in chemistry. The other constraint
of the EAP teaching is the fact that in Indonesia, as well as in EAP situation
where subject courses are taught in the national language, English is taught in the
first year of the academic course as stated also by Dudley-Evans and St John
(1998). This may highly influence the students motivation and the unprepared
cognitive ability since in the first semester they haven’t dealt with specific
chemistry and haven’t dealt with research.
B. PROBLEM IDENTIFICATION
The teaching of English for specific academic purposes cannot be separated
from context. As Graves (2000:17) suggests, reviewing or defining the context is
vital in developing materials in English for Specific Academic Purposes as well as
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other courses. Therefore, it is really important to consider the problem related to
the specific context.
The setting of the research is chemistry department of Islamic University of
Indonesia. English for chemistry may still be considered as a new subject in UII.
Due to its small number, chemistry students used to join with pharmacy students
in English class. In 2010, the number of students majoring in chemistry increased
that they had their own English class in 2010. Thus, the teaching of English for
chemistry began with one class in 2010. Along with the development of UII, the
number of students majoring in chemistry is getting higher until reaching more
than 205 students distributed in four classes in 2014. This fast development in
quantity needs to be followed with the improvement of the quality of the teaching
and learning process too.
English as MPK (Character Building Subject) is taught
in 2 credits
meaning that the students only have English class once a week for 100 minutes.
There are 14 meetings for lecturing, one meeting for mid semester test, and one
meeting for final semester class. The teaching and learning process is conducted
in large class consisting of more or less 60 students in each class. This means the
English course only has limited time to develop the students’ competence in
English. Therefore, the existence of English materials is badly needed to support
the teaching and learning process.
Since chemistry major has just had its own English class in 2010, there
have not been any materials in the form of module or course book that can serve
as resource either for the students and for the lecturer. The existence of module or
course book will be beneficial for the students since it can give the students a sort
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of mapping of the English lesson and can be a resource for them to learn outside
the class. The module or the course book can also be used by the teacher during
the instruction. Moreover, the urgency of the availability of the materials is also
needed, as stated previously, since there are no commercial materials. Materials
for English for Specific Academic Purposes should fit the specific subject area of
particular learners. Therefore it is not surprisingly that Hutchingson and Waters
(1987) said that producing in-house materials is considered as an established
tradition of ESP teachers. The importance of materials in ESP context as
mentioned by Dudley-Evan and St John (1998) are as a source of language, as a
learning support, for motivation and stimulation, and for reference. Therefore, the
researcher, who is also the teacher of English as MPK (Character Building
Subject) in chemistry department of UII, conducts this study on developing a
model of English materials for chemistry university students.
C. PROBLEM LIMITATION
The research is aimed at developing a model of English materials for
chemistry university
students. The designed materials are based on the
curriculum of English subject in UII, the needs analysis, the theories of English
for specific academic purposes, materials development, and the theories of
English teaching and learning in general. The materials of English for Specific
Academic Purposes are supposed to be integrated, meaning that it should cover
all four skills including listening, speaking, reading, and writing. As mentioned in
Dudley-Evan and St John (1998), there are many reports in the literature which
suggest that mono-skill courses are often less motivating, so there are moves to
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introduce more variety. However, considering the limitation of the time and the
researcher’s constraint, this study put primary focus on reading with involving
others as supportive skills. This is due to the context of EAP in Indonesia as an
expanding circle country in which the most needed skill is reading. In addition,
the existence of other skills are to motive the students and to support the main
skill as stated by Brown (2001) that one skill will reinforce another.
D. RESEARCH QUESTION
This research proposes one question to be answered. The question is what is the
iconic model of English materials for chemistry university students like?
E. RESEARCH OBJECTIVE
The objective of the research is the answer of the question formulated
above. This research aims to present the iconic model of the English materials for
chemistry university students. The iconic model is the concrete or the real model
that can be used as a means for teaching and learning. Developing the iconic
model involves developing conceptual model as the prior step and discovering its
acceptability as the latte step.
The conceptual model is the concepts or the theories that underlay the
development of the iconic model. It is the reason why a certain product is made
that way. This conceptual model is then realized into the physical or the iconic
model. This iconic model then needs to be discovered its acceptability.
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F. RESEARCH BENEFITS
This study is expected to give some benefits. Theoretically, this study is
expected to give contribution to English for specific academic purposes especially
in the field of chemistry by proposing the materials model. Moreover, it is
expected that this study could bridge the gap between educational theories and
practice as the goal of research and development study.
Practically, this study could give contribution to the improvement of the
efficiency and the effectiveness of the English teaching and learning process in
chemistry major especially in Islamic University of Indonesia. This material
model can be used by the teacher for giving instruction. This can also be used by
the chemistry students as a source of learning that is easily accessible beside the
teacher. This enables the students to obtain efficiency in learning English and to
have sufficient English competence. By having sufficient English competence, as
a result, they can actualize themselves in terms of participating in the field of
chemistry. Through efficiency and self-actualization, eventually, the students’ life
quality can be improved.
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CHAPTER II
LITERATURE REVIEW
This chapter aims to discover the logical truth of the iconic model of
English materials for chemistry university students. It will clarify concepts and
concept relations to discover the universal truth of the materials model. This
chapter consists of the theoretical review and theoretical framework.
A. THEORETICAL REVIEW
The theoretical review includes English for Academic Purposes, Second
Language learning Theory, Materials Development, Contextual Review, and
Related Studies. The English for Academic Purposes covers the types of EAP
situation, language issues in EAP, and the skills in EAP.
1. English for Academic Purposes
The purpose of this study is to develop a model of English materials for
chemistry university students which is properly called as English for Specific
Academic Purposes. English for Specific Academic Purposes is a branch of
English for Academic Purposes which is also a branch of English for Specific
Purposes. As these terms are often overlapped one into another, it is important to
clarify these concepts and put these together into one frame of unity.
Jordan (1997) suggests a working definition of EAP which is proposed by
ETIC (1975) in that ‘EAP is concerned with those communication skills in
English which are required for study purposes in formal education systems’.
Meanwhile, ESP itself is defined as ‘an approach to language teaching in which
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all decisions as to content and method are based on the learner’s reason for
learning’ (Hutchingson and Waters:1987). ESP has two main strands: English for
Occupational/Vocational/Professional Purposes (EOP/EVP/EPP) and English for
Academic Purposes (EAP). This clarifies the position of English for Academic
Purposes as one of the strands of ESP. Further, as has been illustrated by Jordan
(2007), English for Academic Purposes is then divided into two categories:
English for Specific Academic Purposes (ESAP) e.g. medicine, engineering,
economics and English for General Academic Purposes (EGAP) e.g. listening
and note-taking, academic writing, reference skills, seminars and discussions. As
stated by Blue (1988a) in Dudley-Evans and St John (1988), it is essential to be
aware of the difference between English for General Academic Purposes (EGAP)
and English for Specific Academic Purposes (ESAP) in order to get a full
understanding of EAP. According to Dudley-Evans and St John (1988: 41) ‘GAP
refers to ‘the teaching of the skills and language that are common to all
disciplines’, meanwhile ESAP refers to ‘the teaching of the features that
distinguish one discipline from others’. Thus, it is clear that English for Chemistry
is considerably categorized into English for Specific Academic Purposes (ESAP).
a.
The Types of EAP Situations
It is important for either teachers or material developers to carefully
consider the situation in which the EAP is conducted. Dudley-Evans and St John
(1998: 34-35) claim that the crucial factor that determines the content of EAP
course is whether the subject course is taught in English or not. Regarding this,
Dudley-Evans and St John (1998: 34-35) propose four types of EAP situation,
mostly focus on tertiary level of institutions.
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1. An English-speaking country, such as UK or USA.
2. An English-as-a-Second-Language (ESL) situation where English is the
official language of education and is widely spoken, as in former British
colonies in Africa or South East Asia. (We are using ESL in the specific British
senses referring to this kind of situation, as opposed to the more general
American use of the term, which applies to all EFL/ESL teaching.)
3. A situation in which certain subjects, such as medicine, engineering or science,
are officially taught in English, while for other subjects and at other levels of
education the national language is used.
4. A situation where all subject courses are taught in the national language, but
English may be important for ancillary reasons.
For Indonesia context, it is important to take into account the statement of
Dudley-Evans and St John (1998) on EAP situation where subject courses are
taught in the national language. Dudley-Evans and St John (1998) say that in EAP
situation where subject courses are taught in the national language, motivation has
become problem in the sense that is similar to EAP situation in which certain
subjects are taught in English. It is hard to determine what the students’ real
needs are. Conceptually, it is important for the students to focus on the reading
skills. However, practically the students may consider the reading of English
textbooks or articles as optional extra and they may be become more motivated
by materials that focus on other skills. To put it differently, they may be more
motivated in delayed needs, needs that arise either in the final year (for example
project work) or to communication needs in future work, rather than immediate
ones. In line with this, Flowerdew and Peacock (2001) cite Hutchingson and
Water’s (1987) statement who claim that there is discrepancy between the
institutions’ perception of students’ need and their true needs and ‘wants’. This
mismatch brings about the students’ lack of motivation, the teachers’
disappointment caused by a frustrated ideal or belief, and the waste of materials as
well.
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b. Language Issues in EAP
Language issues in EAP deal with grammar, vocabulary, and genre and
discourse analysis. The grammar addresses key grammatical forms and the
teaching of grammar in EAP. The vocabulary brings issue about technical
vocabulary, semi-technical vocabulary, and the teaching of vocabulary in EAP.
Genre and discourse analysis discuses the influence of discourse and genre studies
to the field of EAP.
1) Grammar
There has been debate whether grammar should be concerned or not in ESP.
According to Dudley-Evans and St John (1998), focus on the grammar is needed
when the students have grammatical difficulties that hinder with the essentially
productive skills of speaking and writing, or the essentially receptive skills of
listening and reading. The learners’ level in English can be used to determine the
amount of priority which is
paid to grammatical weakness beside the
consideration whether the priority is given to accuracy or to fluency in using the
language. For reading, Dudley-Evans and St John (1998) maintain that ‘where the
learners’ grammatical weaknesses interfere with comprehension of meaning, the
relationship between meaning and form can be taught or revised in the context
through analysis and explanation. This often includes the verb form, notably tense
and voice; modals, particularly in relation to the expression of certainty and
uncertainty; logical connectors such as ‘however’, ‘therefore’ and ‘moreover’;
noun compounds; and various expressions related to the notion of ‘cause and
effect’ (this list arises from discussions with Brazilian teachers working on ESP
reading project there).”
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However, where English is used as the medium of communication and
students are expected to present work and make oral presentations in accurate
English, Dudley-Evans and St John (1998) claim that serious weaknesses in
grammar require more specific help. Thus, it is important to pay attention to the
given difficulty. The students need to be taught both the form and its contextual
use that are relevant to their needs. In addition, Dudley-Evans and St John (1998)
point out the key grammatical forms that should be taught in ESP including verbs
and tense, voice, modals, articles, nominalization, and logical connectors.
Related to verbs and tense, the following is the pattern of tenses that may
be very important in the academic article according to Swales (1988) in DudleyEvans and St John (1998).
Table 2.1 Tenses in Academic Articles (Swales, 1988, as cited in DudleyEvans and St John,1998)
Section
Introduction
Method
Discussion/Conclusion
Tense Predominantly Used
Present simple (active and passive), present perfect
Past passive
Result: past
Comments: present
Related to the voice, Dudley-Evans and St John (1998) do not agree with
the idea, which seems to be accepted as common belief, that scientific or
academic writing uses passive voice more than active. Dudley-Evans and St John
(1998) argue, ‘what is true is that such writing uses the passive voice more
frequently than some other types of writing.’ The studies conducted by Wingard
(1981) and Tarone et al., (1981, 1998) were used to support this statement.
Related to the modals, Dudley-Evans and St John (1998) put emphasized
on use of modals for hedging in academic works. Meanwhile, dealing with article,
Dudley-Evans and St John (1998) suggest certain uses of articles that are
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particularly important in ESP since it can make significant difference to the
writing of students. That is the absence of an article in general statements with an
uncountable noun and the use of ‘the’ with named methods, procedures, formulae,
graphs, cycles and other concepts.
Dealing with nominalization, Mason (1990) in Dudley-Evans and St John
(1998) argue that nominalization, that is the use of verbal nouns usually ending in
suffixes such as –ation, -ition, -ity, -mentor ness, is a major feature of the abstract
language favoured by academic writers. Lastly, related with logical connectors,
Dudley-Evans and St John (1998) state, ‘logical connectors’, such as, ‘moreover’,
‘however’, and ‘therefore’, have always had a high profile in EAP teaching. They
are generally seen as a key to understanding of the logical relationships in texts
and therefore relevant to the teaching of reading and writing in EAP.
Furthermore, Dudley-Evans and St John (1998) suggest that the teaching of
grammar should be contextually specific.
2) Vocabulary
In general, Dudley-Evans and St John (1998) agree with the common
belief that it should not be responsibility of the ESP teacher to teach technical
vocabulary. However, they have suggested that in certain specific contexts it may
be the duty of the ESP teacher to check that learners have understood technical
vocabulary appearing as carrier content for an exercise. They maintain that it is
important that both the teacher and the learners appreciate that this vocabulary is
acting as carrier content for an exercise, and it is not the real content of the
exercise.
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Regarding the teaching of vocabulary is ESP, Nattinger (1988) in DudleyEvans and St John (1998) say that it is crucial to distinguish vocabulary needed
for comprehension and that needed for production. In comprehension, the
significant technique to learn new vocabulary is through deducing the meaning of
vocabulary from the context and from the structure of the actual word.
Meanwhile, the most important technique for production purposes is through
storage and retrieval. The use of word association, mnemonic devices and loci,
that is the way to memorize a word by using visual images, are varieties of
techniques that are recommended for storing vocabulary. However, as Dudley
Evans and St John (1998) suggest, it is important that teachers should chose
technique that suits the learners’ preference. The techniques mentioned before are
those that are concerning with cognitive processing rather than mechanical
learning of lists.
3) Discourse and Genre Analysis
The term discourse analysis is often overlapped with genre analysis.
Dudley-Evans and St John (1998) propose that discourse analysis is ‘any study of
language or, more specifically, texts at a level above that of the sentence. This
may involve the study of cohesive links between sentences, of paragraph
structure, or the structure of the whole text. The results of this type of analysis
make statements about how texts-any text-work. This is ‘applied’ discourse
analysis.’ Meanwhile, genre analysis is ‘where the focus of the text analysis is on
the regularities of structure that distinguish one type of text from another type’.
The results of genre analysis focus on the differences between text types, or
genres. Therefore, it is clear that genre analysis is a part of discourse analysis.
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c.
The Skills in EAP
The classification of skills in EAP is quite different from that of in the
tradition of second language learning in general. In EAP, there are five types of
skills. Those are reading skills, listening to monologue, listening and speaking
skills, speaking monologue, and writing skills.
1) Reading skills
Robinson (1991) claims that reading is probably the most generally needed
skill in EAP worldwide. Further, she mentions an influential article written by
Johns and Davies (747) who suggest that in EAP (and in ESP generally), texts are
‘vehicle for information’, not ‘linguistic objects’. They suggest a methodology for
studying written texts, such that the focus is on the information in them and not
primarily on the linguistic forms used to realize that information. In addition,
Robinson also mentions Adams Smith’s opinion (680) who agrees that attention
to the use of information in a text should be put emphasized on.