DEVELOPING ESP TEACHING MATERIALS FOR THE
STUDENTS OF THE SOFTWARE ENGINEERING
BASED ON PROBLEM BASED LEARNING
AT THE AL-WASHLIYAH TELADAN
VOCATIONAL SCHOOL
A THESIS
Submitted to the English Applied Linguistics Study Program In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By :
RODIANI FATMAH HASIBUAN Register Number : 8126112028
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
i
ABSTRACT
Rodiani Fatmah Hasibuan, 8126112028, Developing ESP Teaching Materials for The Students of the Software Engineering Based on PBL at The Al-Washliyah teladan Vocational School. Thesis, Pascasarjana, Linguistic Terapan Bahasa Inggris, Universitas Negeri Medan, 2015.
This study deals with the development of English Reading Materials of vocational school, Al-Washliyah Teladan Medan, majoring Software Engineering. The objectives of this study are to: 1) find out language skill and materials are needed by the students of Software Engineering, 2) develop the English materials for the majoring in software engineering students at the vocational high school. Develop Reading materials relevant to the needs of software engineering students, especially grade XII. This study was conducted by Educational Research and Development R&D (Borg & Gall, 1989). The data of this research are from existing documents, the result of interview with teacher and student.
ABSTRAK
Rodiani Fatmah Hasibuan, 8126112028, Mengembangkan Bahan Ajar ESP untuk Siswa Rekayasa Perangkat Lunak Berdasarkan Pembelajaran Berbasis Masalah di SMK Al-Washliyah Teladan. Thesis, Pascasarjana, Linguistic Terapan Bahasa Inggris, Universitas Negeri Medan, 2015.
ACKNOWLEDGEMENTS
Thanks to Allah, the lord of the universe who has given me the
opportunity to finish this thesis. Thank you so much my dear lord. It is also
impossible to be finished without guidance, support and valuable knowledge from
many people whose names can not be mentioned one by one.
First, the writer would like to express her sincere gratitude to Prof. Dr.
Busmin Gurning, M.Pd her first advisor and Dr. Eddy Setia, M.Ed., TESP her
second adviser, for their valuable advice, guidance, constructive comments and
previous time spent on supervising and commenting the process of writing until it
come to its present form. Second her special gratitude goes to the head of English
applied linguistics, Prof. Dr. Busmin Gurning, M.Pd, who has generously
encouraged her in completing this study, all lecturers, for her valuable knowledge
and instruction they have implemented to her during the years studying and
librarians of the state university of Medan for leading some useful books and
other sources that are needed in writing this thesis.
The writer would like to sincerely thank to anonymous participant who
contributed suggestions, critics and advises to this study. My deepest gratitude
goes to Prof. Amrin Saragih, M.A., Ph.D, Dr. Zainuddin, M.Hum and Dr. Sri
Minda Murni, M.S, without their excellent academic guidance and support, this
thesis would not have been possible.
Then, a very special dept of gratitude is directed to her beloved father Drs.
together with her beloved brother Faqih Hakim Hasibuan, M.Pd, and her young
brother Zulfahmi Hasibuan for their full love, support, care and prayers.
Finally, a special debt of gratitude is addressed to all her beloved best
friend sister Trisna Valentina Sembiring, M. Hum, and young sister Aprilia
Pratiwi, and Aliyah Lubis, S.Pd for their full support, care, and prayers and all her
classmates LTBI B1 for their close friendship and encouragement in finishing this
thesis.
Last but not least, she must confess that she has done her most to
accomplish this thesis but she realized but it is still far from being perfect.
Therefore, any constructive, criticisms, suggestions or comments will be highly
appreciated.
Medan, 21 Mei 2015
The writer
iii
TABLE OF CONTENTS
Page
ABSTRACT i
ACKNOWLEDGEMENT ii
CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES vii
LIST OF APPENDICES viii
CHAPTER I INTRODUCTION
1.1 The Background of the Research ………… 1
1.2 The Problems of the Study ………. 8
1.3 The Objectives of the Study ………... 8
1.4 The Scope of the Study ……… 8
1.5 The Significance of the Study ………….. 9
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Origins of ESP ……… 10
2.2 What is ESP? ... 11
2.2.1 Absolute and Variable Characteristics
of ESP ... 11
2.3 Types of ESP ... 13
2.4 Need Analysis and Evaluation………….. 15
iv
2.8.1 Materials development ……… 19
2.8.1.1 Input ..………... 20
2.9.2 Software Engineering Learning Program ... 23
2.10 Teaching and Learning processes ……... 24
2.16 Conceptual Framework...…….……… 35
CHAPTER III RESEARCH METHOD 3.1 The Research Design ……….………… 36
3.2 The Subject of the Study .……… 40
v
3.4 The Technique for Collecting Data ... 37
3.5 The Procedures of Material Development… 38 CHAPTER IV MATERIALS DEVELOPMENT 4.1 Data Analysis ... 40
4.1.1 The Language Skills and Material Needed... 40
4.1.1.1 The Language Skill Needed ... 40
4.1.1.2 The Material Needed ... 42
4.1.2 The Material Designed ... 45
4.2 The Evaluation and Need Analysis ……… 46
4.3 The Existing Syllabus and Materials ... 51
4.3.1 Existing Syllabus …... 51
4.3.2 Existing Material ...……….. 53
4.3.2.1 The Weakness of the Materials ………... 55
4.4 The Development of Syllabus …...…… 57
4.5 The Development of Learning Material … 61 4.6 Validating the Materials... 67
4.7 Revising New English Reading Materials.. 69
4.8 Discussion ………... 69
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ……… 73
5.2 Suggestion ... 74
REFERENCES ... 75
vi
LIST OF TABLES
Table 1 : The Language Skill Need ... 41
Table 2 : The Parameter of Level of Need ... 43
Table 3 : The Names of Topics or Theme of Reading Materials Needed
by the Students... 44
Table 4 : Categories of Learning Materials types by Authentic teacher
and student made and modified... 45
Table 5 : The Materials Needs by The Students of Software Engineering.. 51
vii
LIST OF FIGURES
Figure 1 : Materials Design Model ... 21
viii
LIST OF APPENDICES
Appendix
Appendix A : Kuesioner Analisis Kebutuhan Bahan Ajar Bagi Siswa Rekayasa
Perangkat Lunak (RPL). ... 77
Appendix B : Daftar Pertanyaan Untuk Wawancara Guru ... 81
Appendix C : Daftar Pertanyaan Untuk Wawancara Siswa ... 82
Appendix D : Instrumen Penilaian Kelayakan Bahan Ajar English for Students of Software Engineering in Vocational School ... 83
Appendix E : Interview Result of Teacher ... 86
Appendix F : Interview Result of Students... 88
Appendix G : The Existing Syllabus ... 90
Appendix H : The New Syllabus ... 92
Appendix I : The Existing Materials ... 96
1 CHAPTER I INTRODUCTION
1.1 Background of the study
In this globalization era, all aspects of life are changing rapidly. Science
and technology, for instance have become more and more complicated. In shorts,
the change of social pattern, has created gaps between today and the future.
The globalization era’ development and needs in terms of engineering,
technician are not only expected to have technical competences in accordance to
their specialization but also are expected to be able to communicate with
international language such as English. English seemingly becomes the
international language broadly used among the countries in the world. To master
English, seems to be a must for technician, especially engineering because clients
may come from other countries whose languages are English. Beside that many
engine use English well.
A quite devastating result from the National Examination shows
unsatisfactory scores obtained by the students. Most of them cannot perform the
langugae skills well, namely listening, speaking, reading and writing. Listening is
the easiest skill to master and writing is the most difficult. One each of those four
skills has a different way of learning. For instance, if one wants to excel in
speaking one should take a different path of learning than if one wants to be able
to write well in the language. Listening and speaking, however, are tight
connected to each other. And so, is case of reading and writing. On the other
2
ask somebody to translate the English text. It is because the materials taught are
not based on the students’ needs.
In order to produce the competent and professional in communicative
competence (English) especially in understanding the speaking and vocabulary
comprehension in any form of speaking materials published, students must be
taught and trained how to understand it. Speaking skill becomes very essential and
critical in responding the rapid movement of globalization and information and
technology communication era. This phenomena, for the students in academic and
professional setting, it should be more intensively and extensively done by the
students. In terms of academic setting, it is commonly known that speaking and
vocabulary activity become a kind of daily ‘menu’ that must be ‘consumed’ by
them. But in line with the students achievements of teaching learning, the
learning materials many use reading and writing skills. Therefore, the students’
lack communicative competence especially in understanding speaking and
vocabulary comprehension in the process learning.
In term of English competence, the English competence needed by
students of engineering, is really different from general English and even the other
English branches such as English for Law, English for Tourism, English for
Economics, etc. English for engineering is typical English and restricted English
used in engineering context and workplace. It is a fact that, over years, English for
engineering as a branch of ESP has been viewed by many English scholars and
teachers as having significant effects on meeting students’ career needs. As the
demand for developing a curriculum to meet students career needs grows, ESP
3
preparation for professional requirements, training, and study. Engineering adopts
many concepts, descriptions, and terminology in English. Advanced study
requires sufficient English ability in technical areas. Over recent years, there has
been an increase in the number of foreigners who come to work and live in.
The process of teaching and learning English for engineering is not
optimal and successful yet. This may happen due to lack of teachers’
competences, learning strategies, the students prior knowledge of English and
motivations and learning materials as well Harmer (2007)
In addition, based on researcher’s observation and experiences as well
during her teaching, the low achievement of students in Engllish for Engineering ,
may be tentatively and dominantly caused by the lack existing learning materials
in terms of relevance and adequacy provided and delivered by the teacher.
Then, it is seemingly caused by the way and strategy how the materials are
prepared by the teacher. Based on the existing documents of teaching and learning
materials used at Vocational school, the teaching and learning materials is so
simple and lack of innovation and creativity. The teacher often uses learning
materials in term of hand out and a piece of paper. In fact, the design of learning
materials either by design or innovation and creativity really influence and
determine the success of teaching and learning itself.
Also, the existing teaching and learning materials at vocational school can
not encourage and motivate the students optimally because it apparently does not
designed by using student-centered learning. The teachers seems to be more
4
listener. The materials are designed not to be based on students activities so that
the studens are actively involved in teaching and learning process.
In term of teaching materials, the materials may be designed and improved
without prior study and need assessment in order to match the students’ need and
the curriculum and workplace as well. And also, the learning materials provided
by the teaching are not designed to lead the students activities or problem base
learning (PBL). In addition the unsuccessful teaching and learning of English for
Engineering, also probably is caused by the students themselves due to their lack
of motivation. Also the poor motivation of students to learn is caused by the lack
of learning materials in term of contents and process of teaching and learning
itself.
In Indonesian setting, education has been defined as a planned effort to
establish a study environment and education process so that students may actively
develop their potentials to gain the religious and spiritual level, consciousness,
personality, intelligence, behavior and creativity for the establishment of a strong
country. Education itself is divided two major parts namely formal and
non-formal, while formal education is divided again into three levels, i.e primary,
secondary, and tertiary education. School in Indonesia are run either by the
government or private sector. Some private school refer to themselves as “national
plus schools” meaning that they go beyond the minimum government
requirements, especially in relation to the use of English as a medium of
instruction or having an international syllabus instead of the national one.
In Indonesia, there are two kinds of Senior High School, namely Senior
5
(Sekolah Menengah Kejuruan: SMK). SMA differs from SMK. In general, the
students of SMA are prepared to continue their study to the university because
they study much general knowledge, while students of SMK are prepared to be
ready for work because they study specific knowledge based on their
competencies, though they are not restricted to continue their study to the college
or university. Students attending SMA is divided into 3 streams of their 12 th
Grade, namely Science, Social Studies, and Linguistics. In the SMK, there are
many expected competencies.
In the SMK, there are six areas of competencies (Bidang Keahlian),
namely: 1) Technical and Engineering, 2) Information and Communication
Technology, 3) Health, 4) Arts, Crafts and Tourism, 5) Agri-Business and
Argo-Industry, and 6) Business and Management. The six areas of competencies still
have some skill programs (Program Study Keahlian), for example in Technical
and Engineering, there are three skill programs, namely: 1) Electrical Engineering,
2) Industry Engineering and 3) Computer Engineering, and the third skill with
competency skills (Kompetensi Keahlian), for example in Computer Engineering,
it has software engineering competency. A more detailed description is presented
in chapter 2.
English is considered to be very important for now and future. Students
are expected to master English fluently. The development of the language skills
are aimed at the improvement of the students’ proficiency in Engllish. Language
classes at higher educational school always make use of the text of specific
professional fields such as Technical and Engineering, Information and
6
communicative needs of the students of a certain higher school level. However,
the teaching and learning of ESP include much more than the teaching of English
through specific contents and materials.
ESP courses are providing the learners with competence of use English
For Specific Fields of knowledge at the advanced level. It is also concerned with
the design of curriculum, using approaches, methods and techniques in advanced
of ESP and develops materials for the syllabus : type of authentic scientific
writing, grammatical features, vocabulary building and principles in the teaching
and learning ESP
The phrase ’problem-based learning’ reveals that this is a learning method
based on solving problems. With the spread of Problem-based learning approach
to language teaching. It is an approach to structuring the curriculum that involves
confronting students with problems from practice that provide a stimulus for
learning. Given that teaching does not automatically lead to learning,
problem-based learning is viewed in the context of an approach to learning rather than as a
teaching technique.
Based on the realities above, it can be concluded that the learners
motivation and the lack of vocabulary are the problems in English
teaching-learning process. In solving the learners’ motivation, English for Specific
Purposes (ESP), in this case, English for software engineering is extremely
needed in order to increase their motivation. It is supported by Chen (1993) which
stated that ESP will be more motivated, benefit, and effective in increasing
students’ learning motivation because it relates to their field of the study and
7
which concern to the field can increase the learners’ motivation. It means, the
materials for students of software engineering should concern to their field that is
software engineering.
In connection with learning motivation and the existing phenomena of
vocational school students motivation by simple classroom observation shows that
the students motivation and curiousity seems low and not satisfying.
Relating to explanation above, the researcher interested in choosing this
topic because of some reasons; 1) the teaching materials used only based on the
curriculum made by Government which also used to other competencies. So, the
students of engineering require specific materials to support their competencies 2)
to develop English teaching materials that can be used to enhance the
teaching-leraning process 3) The process of problem-based learning used by students to
solve problems in learning material, 4) the materials developed and designed by
using need analysis so that they are really good, relevant and reliable for the
students 5)
Based on the problems, the researcher as one of the English teachers at the
SMK is very much interested in conducting a research on developing ESP
teaching materials at SMK, so that students are made ready for their Computer
8 1.2 The Problems of the Study
Based on the previous elaboration and explanation, the problems of this
study are as follows:
1. What language skills and materials are needed by the students of the
software engineering in the Vocational High School?
2. How is the English materials developed for the majoring in software
engineering students in the Vocational School?
1.3 The Objectives of study
In referring the above research problems, the objectives of this research
are:
1) to find out language skill and materials are needed by the students of
Software Engineering in the vocational high school
2) to develop the English materials for the majoring in software engineering
students at the vocational high school.
1.4 The Scope of the Study
Due to limitation of resources and for the shake of accuracy and reliability
of research result, this research will focused on the development ESP teaching
materials. The materials based on the existing materials used by the English
teacher. Then, to support to understanding the materials, this ESP teaching
materials also discussed related grammatical pattern, speaking and vocabulary
usages in line with the topics/theme of the materials themselves. Finally, it will be
9 1.5 The Significances of the Study
In developing the ESP teaching materilas for the students of the software
engineering, it is expected that the findings can be a valuable source of
information in connection with the theoretical as well as the partical aspects.
Theoretically, this study is hoped to be useful in developing the knowledge and
science, especially in the implementation of theories of ESP in teaching materials.
Practically, this study is a conceptual contribution to the teachers,
administrators, developers and educational institutions in responding to the
dynamic needs of the students. The findings are expected to be used as inputs for
the teachers in implementing appropriate learning needs for students in order to
obtain a more leverage learning outcomes. So, the findings should be very useful
and become a sample of how teaching materials can be directed to the students’
needs. It is also expected that the findings will arouse English teachers and other
researcher in terms of promoting and exploring relevant materials to be taught. It
can be concluded that the conduction of Present Situation Analysis and Target
Situation Analysis will be very beneficial for the development of teaching and
73
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the results and analysis of the research in the previous chapter,
some concluding remarks and suggestion are as follows
5.1 Conclusion
1. The existing materials are too general for the students of software
engineering. The existing reading materials are too general and
inappropriate to for the students of software engineering because the
materials are not related to the students’ needs
2. The learning materials needed by the students are relatively various in
terms of contents, topics, and themes. Students also needs the materials
designed by authentic materials and problem-based learning. In teaching
and learning process, the classroom interaction needed by the students is
the form of small group and pair activities.
3. Language skill which are needed by the students of software engineering
are reading
4. In terms of language features, the students also need to know about certain
grammatical pattern and certain vocabulary ranges in line with the
topics/themes discussed in reading.
5. New English reading materials were validated by two experts by giving
them questionnaire. The questionnaire consists of the dimensions of
linguistic features, processes, contents, and layout. The experts checked
74
questionnaires shows that the new English reading materiala are relevant
to the students of software engineering.
5.2 Suggestion
In line with the above conclusion, some points could be recommended and
suggested such as:
1) The development of reading materials for English Specific Purposes
should consider and concern to the students’ and stakeholders’ need,
students’ backgrounds, and the objective of the subject learned
2) To achieve the effective teaching learning process especially in the
teaching of ESP, need analysis of the students are absolutely needed
3) It is suggested that the English teachers should taught the English reading
materials that the contents are related to the students’ field. The contents of
reading materials for students of accounting should be related to software
engineering.
4) To enable the process of teaching and learning process runs effectively,
actively and participatorily, the learning materials should be designed in a
such way such as problem based learning, authentic materials, problem
solving and research based learning
5) Due to English is not the students’ major, the learning materials should
implement simple linguistics pattern either in terms of structures,
75
REFERENCE
Barrows, H. S. and Tamblyn, R. M. “Problem-Based Learning: An Approach to Medical Education”. New York: Springer (1980).
Barrows, H. (2002). Is it truly possible to have such a thing as dPBL? Distance Education
Bogdan, R.C & Biklen, S.K 1982. Qualitative Research for Education (An Introduction to Theory and Methods). Allyn and Bacon Boston: Schuster Boud, D.and Feletti, G. 1997. The Challenge of Problem-based Learning.
London: Kogan Page.Carter, D. (1983) Some Proposition about ESP, The ESP Journal, 2, 131-137
Brown, Douglas H. 2004. Language Assessment: Principles and Classroom Practice. New York: Person Education, Inc
Cumming, Joy J. and Maxwell, Graham S. (2004). Assessment in education : principles, policy and practice. Griffith University, Queensland, Australia.
Depdiknas. (2005). Peraturan pemerintah Republik Indonesia nomor 19 tahun 2005 tentang standar nasional pendidikan. Badan Standar Nasional Pendidikan / BSNP. Jakarta.
Depdiknas. (2007). Model penilaian kelas, kurikulum tingkat satuan pendidikan SMK. Badan Standar Nasional Pendidikan/BSNP. Jakarta.
Carey, S (1985). Are children fundamentally different kinds of thinkers and learners from adults? In S.F Chipman, J.W Segal & R. Glaser (eds.), Thinking and Learning Skills, 2. Hillsdale, NJ: Erlbaum, 485-517. Reprinted by Open University Press: Open University Readings in Cognitive Development
Dipti Gupta. (2013). Teaching English to Engineering Students in India. Jornal English for Specific Purposes World, 14
76
Dudley-Evans, T. and St John, M.J. 1998. Development in English for Specific Purposes. United Kingdom: Cambridge University Press
Finch, Curtis, R. (1999). Curriculum development in vocational and technical
education, planning, content, and implementation. Fifth edition. A
Viacom Company. Needham Heights, MA
Fitri, A. 2008. Designing ESP Materials for Students of Vocational School. A Thesis. State University of Medan: English Applied Linguistics Study Program
Gall, M.D, Gall J.P., & Borg, W.R. 2003. Educational research: an introduction
(7th ED). USA: Pearson Education
Gatehouse, K. 2001. Key Issue in English for specific Purposes Curriculum Development. The Internet TESL Journal, Vol. VII, No. 10 Accessed August, 5 th, 2009
Gonczi, A., (1998). Developing a competent workforce: adult training strategies for vocational educators and trainers. Leadbrook SA: National Centre for Vocational Education Research Ltd.
Kenji. Kitao. Selecting dan Developing teaching/Learning Materials dalam http://iteslj.org/Articles/Kitao-Materials.htm/7/26/2009
Momtazur Rahman. Md. 2007. Developing an ESP Speaking Course Framework for the Foreign Postgraduates in Science and Technology at National University of Malaysia
77
Schmidt, H. G. “Problem-based learning: rationale and description”. Medical Education, 17, 11–16 (1983).
Spiropoulou, M. 1996. Producing ESP Materials. FORUM, Vol. 34 no 3, July-September
Strevens, P. (1977). New orientations the teaching of English. London: Oxford University Press.
Tomlison, Brain. 2003. Developing Materials for Language Teaching. New York: Continuum.
William. E. (1984). Reading in the Language Classroom. London: Micmillan Publisher Llimeted
http://www-ed.fnal.gov/trc/tutorial/pbl.html
http://www.schrodinger.com/kb/1460
