ABSTRACT
Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based Modular Approach in Enhancing Students’ English Communicative Competence of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.
Teaching English as a second and foreign language has shifted its focus into how the teaching process can assist the learners to achieve communicative competence. This communicative competence is of paramount importance to the learners’ needs of being more competitive in the real world. Communicative Language Teaching is an approach to language teaching and learning programs which emphasizes on human beings’ natural capacity on acquiring language. Students of SMA St. Fransiskus 1 Jakarta were also the parties who realized the importance of English for their future life’s plans. However, the English course they were involved in did not successfully answer their expectations.
Hence, this research aims to find out the expectations of the students of SMA St. Fransiskus 1 Jakarta towards the English course held by the school they were involved themselves into. In addition, this research is going to show how a communicative English course using Credit-based modular approach can help the students of SMA St. Fransiskus 1 Jakarta to meet their expectations in joining the English course held by the school.
This research applied basic interpretative study as the research method to analyze the data collected through interviews and questionnaires. One of the benefits in using basic interpretative study is its goal in understanding what the involved parties perceived about a phenomenon, a process, or a particular point of view. Thus, by using basic interpretative study the researcher could picture the students’ expectation and all the factors related to it as real as possible.
From the research it is known that the students of SMA St. Fransiskus 1 Jakarta did not meet their expectations which they had expected they would have by joining the English course. Some problems like the lack of courage and confidence, laziness and broken-home family background have in some extent obstructed the students to meet their expectation. A course design based on Communicative Language Teaching, which emphasizes on how the target language can work in real life, and the application of the spirit of Credit-based modular approach, which give more space for student-need centered course materials, are thought to be able to support the course participants to meet their expectations.
viii ABSTRAK
Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based Modular Approach in Enhancing Students’ English Communicative Competence of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.
Pengajaran bahasa Inggris sebagai bahasa kedua dan bahasa asing telah mengalami perubahan, di mana pencapaian kompetensi komunikatif lebih ditekankan. Kompetensi komunikatif merupakan hal kebutuhan mendesak bagi para pembelajar bahasa agar mereka menjadi lebih kompetitif dalam dunia nyata. Communicative Language Teaching adalah sebuah pendekatan pada pengajaran bahasa yang menekankan kemampuan alami manusia dalam menguasai bahasa. Siswa SMA St. Fransiskus 1 Jakarta juga merupakan pihak yang menyadari pentingnya peranan bahasa Inggris dalam perencanaan masa depan mereka. Namun demikian, kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti ternyata tidak terlalu mampu menjawab harapan-harapan mereka.
Oleh karena itu, penelitian ini bertujuan untuk mengetahui harapan-harapan para siswa SMA St. Fransiskus 1 Jakarta atas kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti. Penelitian ini hendak menunjukkan bagaimana kursus bahasa Inggris yang komunikative menggunakan pendekatan Credit-based modular approach dapat membantu para siswa tersebut untuk mencapai harapan-harapan mereka dalam mengikuti kursus bahasa Inggris tersebut.
Penelitian ini menggunakan basic interpretative study sebagai metode penelitian untuk menganalisa data yang terkumpul melalui wawancara dan kuesioner. Salah satu keuntungan dalam menggunakan basic interpretative study adalah pendekatan ini berusaha memahami fenomena, proses, atau pandangan tertentu dari kacamata pihak yang terlibat di dalamnya. Dengan menggunakan basic interpretative study peneliti akan mendapatkan gambaran senyata mungkin tentang harapan para siswa dan faktor-faktor yang terkait dengannya.
Penelitian ini menemukan bahwa para siswa SMA St. Fransiskus 1 Jakarta tidak mencapai harapan mereka dalam mengikuti kursus bahasa Inggris yang diadakan oleh sekolah. Beberapa masalah seperti keengganan dan ketidakpercayaan diri, kemalasan dan latar belakang keluarga yang retak telah menjadi penghalang para siswa mencapai harapan-harapannya dalam mengikuti kursus bahasa Inggris. Sebuah desain kursus yang didasarkan pada bagaimana bahasa yang dipelajari dapat digunakan di dunia nyata dan penerapan Credit-based modular approach yang memberi ruang lebih bagi materi kursus yang didasarkan pada kebutuhan siswa diharapkan mampu mendukung para peserta kursus dalam mencapai harapan-harapan mereka.
A COMMUNICATIVE ENGLISH COURSE
BASED ON CREDIT-BASED MODULAR APPROACH
IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE
COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Titus Angga Restuaji Student Number: 111214040
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
A COMMUNICATIVE ENGLISH COURSE
BASED ON CREDIT-BASED MODULAR APPROACH
IN ENHANCING STUDENTS’
ENGLISH COMMUNICATIVE
COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Titus Angga Restuaji Student Number: 111214040
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
DEDICATION PAGE
I dedicated this work to the fraternity of the Order
of Friar Minor (OFM) the province of St. Michael
the Archangel Indonesia to whom I belong to and
who have given me a chance to step my journey in
PBI four years ago.
My second dedication goes to my family who always
become my big supporters and a place for me to stop
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 11 September 2015
The Writer
LEMBAR PERNYATAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Titus Angga Restuaji
Nomor Mahasiswa : 111214040
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A COMMUNICATIVE ENGLISH COURSE
BASED ON CREDIT-BASED MODULAR APPROACH
IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE
COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 September 2015 Yang menyatakan
vii ABSTRACT
Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based
Modular Approach in Enhancing Students’ English Communicative Competence
of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.
Teaching English as a second and foreign language has shifted its focus into how the teaching process can assist the learners to achieve communicative competence. This communicative competence is of paramount importance to the learners’ needs of being more competitive in the real world. Communicative Language Teaching is an approach to language teaching and learning programs which emphasizes on human beings’ natural capacity on acquiring language. Students of SMA St. Fransiskus 1 Jakarta were also the parties who realized the importance of English for their future life’s plans. However, the English course they were involved in did not successfully answer their expectations.
Hence, this research aims to find out the expectations of the students of SMA St. Fransiskus 1 Jakarta towards the English course held by the school they were involved themselves into. In addition, this research is going to show how a communicative English course using Credit-based modular approach can help the students of SMA St. Fransiskus 1 Jakarta to meet their expectations in joining the English course held by the school.
This research applied basic interpretative study as the research method to analyze the data collected through interviews and questionnaires. One of the benefits in using basic interpretative study is its goal in understanding what the involved parties perceived about a phenomenon, a process, or a particular point of view. Thus, by using basic interpretative study the researcher could picture the students’ expectation and all the factors related to it as real as possible.
From the research it is known that the students of SMA St. Fransiskus 1 Jakarta did not meet their expectations which they had expected they would have by joining the English course. Some problems like the lack of courage and confidence, laziness and broken-home family background have in some extent obstructed the students to meet their expectation. A course design based on Communicative Language Teaching, which emphasizes on how the target language can work in real life, and the application of the spirit of Credit-based modular approach, which give more space for student-need centered course materials, are thought to be able to support the course participants to meet their expectations.
ABSTRAK
Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based
Modular Approach in Enhancing Students’ English Communicative Competence
of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.
Pengajaran bahasa Inggris sebagai bahasa kedua dan bahasa asing telah mengalami perubahan, di mana pencapaian kompetensi komunikatif lebih ditekankan. Kompetensi komunikatif merupakan hal kebutuhan mendesak bagi para pembelajar bahasa agar mereka menjadi lebih kompetitif dalam dunia nyata. Communicative Language Teaching adalah sebuah pendekatan pada pengajaran bahasa yang menekankan kemampuan alami manusia dalam menguasai bahasa. Siswa SMA St. Fransiskus 1 Jakarta juga merupakan pihak yang menyadari pentingnya peranan bahasa Inggris dalam perencanaan masa depan mereka. Namun demikian, kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti ternyata tidak terlalu mampu menjawab harapan-harapan mereka.
Oleh karena itu, penelitian ini bertujuan untuk mengetahui harapan-harapan para siswa SMA St. Fransiskus 1 Jakarta atas kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti. Penelitian ini hendak menunjukkan bagaimana kursus bahasa Inggris yang komunikative menggunakan pendekatan Credit-based modular approach dapat membantu para siswa tersebut untuk mencapai harapan-harapan mereka dalam mengikuti kursus bahasa Inggris tersebut.
Penelitian ini menggunakan basic interpretative study sebagai metode penelitian untuk menganalisa data yang terkumpul melalui wawancara dan kuesioner. Salah satu keuntungan dalam menggunakan basic interpretative study adalah pendekatan ini berusaha memahami fenomena, proses, atau pandangan tertentu dari kacamata pihak yang terlibat di dalamnya. Dengan menggunakan basic interpretative study peneliti akan mendapatkan gambaran senyata mungkin tentang harapan para siswa dan faktor-faktor yang terkait dengannya.
Penelitian ini menemukan bahwa para siswa SMA St. Fransiskus 1 Jakarta tidak mencapai harapan mereka dalam mengikuti kursus bahasa Inggris yang diadakan oleh sekolah. Beberapa masalah seperti keengganan dan ketidakpercayaan diri, kemalasan dan latar belakang keluarga yang retak telah menjadi penghalang para siswa mencapai harapan-harapannya dalam mengikuti kursus bahasa Inggris. Sebuah desain kursus yang didasarkan pada bagaimana bahasa yang dipelajari dapat digunakan di dunia nyata dan penerapan Credit-based modular approach yang memberi ruang lebih bagi materi kursus yang didasarkan pada kebutuhan siswa diharapkan mampu mendukung para peserta kursus dalam mencapai harapan-harapan mereka.
ix
ACKNOWLEDGEMENTS
I thank my Lord, Jesus Christ, my “Vademecum”, who has always been my friend throughout my life journey, including in accomplishing this thesis writing. His forgiveness has always been my hope for continual conversion, without which I would stay a useless sinner. I also thank Markus Budiraharjo, Ed.D. my thesis advisor and a friend in “problem”, for his patience and understanding. His triggering words often light my soul up to be brave and optimistic in facing up difficulties the world delivers to me. I will never forget to thank Lhaksmita Anandari, Ed.M. whose encouraging words have made me feel special and unique. Her motherly care has brought to me enjoyable atmosphere during my study. I also thank all of the lecturers of PBI Sanata Dharma University who have contributed in developing my academic and non-academic life.
I never forget all the friars of Ordo Fratrum Minorum, in particular those who have share their lives with me in Biara Santo Bonaventura. Their support and understanding have assisted me realizing my Franciscan identity even better than before. Thanks and big hug I address to my family, my mother, my little niece Clara, my father, my brother and my sister-in-law, to whom I always return to learn what life is and to get my strength back. I also deliver my gratitue to Father Mateus Batubara, OFM, the English course’ tutors and the students of SMA St. Fransiskus 1 Jakarta, whose patience and cooperation have made this thesis writing process possible.
Finally, I thank everyone who has participated in my study and life process, directly and indirectly. I believe that the chance we have to be together in so many events and processes do not incidentally happened. God has a plan for us, all His children.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES AND FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problems ... 5
C. Research Limitation ... 6
D. Research Objectives ... 6
E.
Research Benefits ... 61. The Students of SMA St. Fransiskus 1 Jakarta ... 7
2. The English Teacher and English Course Mentors of SMA St. Fransiskus 1 Jakarta ... 7
3. The Future Researcher in the Same Field ... 8
F. Definition of Terms ... 8
1. Course Design ... 8
2. Credit-based Modular Approach ... 10
3. The Students of SMA St. Fransiskus 1 Jakarta ... 10
4. English Course ... 11
CHAPTER II. REVIEW OF RELATED LITERATURE ... 12
A. Theoretical Description ... 12
1. Credit-based Modular Approach ... 12
2. Communicative Language Teaching ... 14
a. Theory of Language ... 15
b. Theory of Learning ... 16
3. Communicative Competence ... 17
a. Competence ... 17
b. Communication ... 19
c. Communicative competence ... 20
4. Language Course Design ... 21
CHAPTER III. RESEARCH METHODOLOGY ... 24
c. Transcription Reading ... 28
d. Coding ... 28
e. Memoing ... 28
f. Categorizing ... 29
g. Connecting ... 29
3. Data Presenting: Reporting ... 29
B. Research Setting ... 32
C. Research Participants ... 33
D. Research Instruments ... 34
E. Data Gathering Technique ... 35
F. Data Analysis Technique ... 37
G. Research Procedure ... 38
1. Research Information and Data Gathering ... 38
2. Research Data Analyzing ... 39
3. Research Data Presenting ... 41
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 43
A. Research Findings ... 43
1. The Background of the English Course Held by SMA St. Fransiskus 1 Jakarta ... 44
a. Brief Description about SMA St. Fransiskus 1 Jakarta ... 44
b. The Testimony of the Chairperson of Yayasan Santo Fransiskus Jakarta on the Importance of the English Course for the Students ... 45
2. The Expectation of the Students of SMA St. Fransiskus 1 Jakarta ... 48
a. The Course Participants’ Expectation on Joining the English Course ... 49
b. The Tutors’ Opinion on the Course Participants’ Expectation ... 51
3. The Factors which Influence the Course Participants’ Expectation ... 53
a. The Course Participants’ Motivation on Joining the Course ... 54
b. The Tutors’ Opinion on the Course Participants’ Motivation ... 59
xiii
4. Communicative English Course Using Credit-based Modular Approach in Answering the Expectation of the Students
of SMA St. Fransiskus 1 Jakarta ... 62
a. The Tutors’ Opinion on English Courses ... 62
b. The Course Participants’ Inputs for the Future Course ... 69
B. Discussion ... 69
1. Realizing the Expectation of the Course Participants ... 70
a. The Course Participants’ Expectation on Joining the English Course Held by the School ... 71
b. Courage and Confidence ... 72
c. Challenge ... 74
d. Threat ... 77
e. A Communicative English Course as the Expected One ... 78
2. Communicative Language Teaching to Help the Students to Achieve Their Expectation ... 80
3. The Spirit of Credit-based Modular Approach for the English Course ... 82
a. Credit and Dedicated Time ... 84
b. Module ... 85
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 86
A. Conclusion ... 86
B. Recommendation ... 89
REFFERENCES ... 91
LIST OF TABLE AND FIGURE
xv
LIST OF APPENDICES
APPENDICES ... 92
Appendix A: Transcription of Interview with the Tutor ... 93
Appendix B: Transcription of Interview with the Students ... 105
Appendix C: Classified Interviews’ Statements ... 108
Appendix D: Classified Questionnaires ... 121
Appendix E: Coded Questionnaires ... 132
Appendix F: The Short History of Santo Fransiskus Foundation ... 141
CHAPTER I
INTRODUCTION
This chapter discusses the background of the research which serves as the horizon by which the problem of the research is seen and the response to the problem is developed. This background includes the writer’s interest in the topic under discussion and how the ideas that support the interest are systematically articulated into a coherent composition. Hence, this chapter includes sequentially: the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms.
A. Research Background
This communicative goals of English teaching and learning, namely how learners can communicate meaning, is an essential part of English learners’ needs, considering the purpose of their will to learn English, which is to be able to make meaningful communication with their global environments.
Today’s English courses, as a part of “modern” English teaching, are too
supposed to accommodate the needs of the learners, which is improving their communicative competence, as Howatt and Widdowson said previously. The word “modern” refers simply to what is in opposition to the language teaching of
the previous periods, with the modern English course sets communicative competence of its learners on the top of its goals. Furthermore, to meet the learners’ need of communicative competence, a particular instructional course
design based on Communicative Language Teaching approach is urgently required.
them with triggering materials which are arranged in an integrated module which is expected to activate their linguistic potentials.
This study intends to find out what the students of SMA St. Fransiskus 1 expect by joining the English course held by the school. Furthermore, the study is also meant to show how communicative English course using credit-based modular approach is able to answer those expectations. As an extracurricular activity, English course in SMA St. Fransiskus 1 has been designed to support the students in two terms: firstly, improving the student’s communicative competence in English, mainly to support their speaking ability; and secondly, to help them cope with the English lesson as an obligatory subject in the school’s curriculum.
However, to deal with the students’ needs there is no other way than to analyze their expectation in joining the course, what they want to achieve at the end of the course, what process they think would help them to deal with their individual expectations, and what kind of environment they hope they would be enjoying, then engaging themselves in the process of the course.
Such kind of finding students’ needs is commonly said to be “a need
analysis”. Graves (2000) defines need analysis, in equal sense of need assessment, as “a systematic and ongoing process of gathering information about students’
needs and preferences, interpreting the information, and then making course decisions based on the interpretation in order to meet the needs” (p. 98). Referring
students’ needs will also be confronted with information which is gathered from
the teachers and the administrators of the school. The purpose of this confrontation is to get comprehensive information about the course itself, and the background of the students that may influence their opinions of their own needs. Moreover, despite its non-curriculum status, the English course in SMA St. Fransiskus 1 Jakarta is still under the provision of school’s curriculum, in terms of its supportive function to English subject, and, in a wider scope, the students’
English communicative competence they will be using in the more competitive world after the school.
The reason behind the choice of the research’s subject is that SMA St.
Fransiskus 1 Jakarta is under the minister of the Order of Friars Minor, to which the writer belongs to as its member. This fact gives the writer more opportunities in conducting the research, in terms of its accessibility in collecting the data. However, the main reason is the writer’s plan, and it is approved by the chairperson of the foundation, to apply the findings and ideas in this research to the school’s English course. This main reason of writer’s choice of the research’s
subject is in accordance with the fact that the school’s contract with the English
course organizer will be expired soon.
“there was also increasing demand for courses of a practical nature relevant to the
real world” (Theodossin, 1986, p. 5, as cited in Betts & Smith, 2005, p. 4).
Theodossin’s statement indicates the importance of an English course to accommodate, within a certain time constraint, the learners’s needs which is in line with the demand of the professional world they will involve themselves in. However, a time constraint is by no mean the boundary of students’ choice of what they want to learn. Therefore, the writer makes use of credit-based modular approach in showing how an English course’ module should be developed. This approach is based on credit-based modular curriculum of higher education which is said to have the potential to enable “the design of programmes to meet students’ needs” (Betts & Smith, 2005, pp. 6-7), and as the implication is the focus shifts from “the supply side to the demand side” (Betts & Smith, 2005, pp. 6-7).
B. Research Problems
This study aims to answer two problems in order to develop English instructional materials for the English course of SMA St. Fransiskus 1 Jakarta using credit-based modular approach. These two questions below are in service of answering those two problems:
1. What do the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course held by the school?
C. Problem Limitation
This research focuses on two points. The first point is to know what the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course which is held by the school. The second point is to know how a communicative English course design using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.
D. Research Objectives
The main objective of this research is answering the two problem questions which are stated previously. Thus, in points, the research aims to:
1. Find out the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.
2. Find out how a communicative English course design based on credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school. 3. Show how a communicative English course design using credit-based
modular approach could help the students of SMA St. Fransiskus 1 Jakarta meet their expectation by joining the English course held by the school.
E. Research Benefits
contextual ELT in which students are the party who decide what they want to learn, based on their interests. By giving more space for the learners or students, it is expected that students can anticipate their own challenges which they will find in the real life. Therefore, this study will be beneficial input for:
1. The Students of SMA St. Fransiskus 1 Jakarta
The students of SMA St. Fransiskus 1 Jakarta will experience a different English learning style. It is expected that the students will be more engaged into the English course as they have wider chance to select materials they want to learn, based on their interest and their calculation on what they will need for future study or, even, in the real life.
2. The English Teachers and English Course Mentors of SMA St.
Fransiskus 1 Jakarta
3. The Future Researchers in the Same Field
The result of the study can be used to carry out the similar study, in particular in designing contextual English instructional materials. Moreover, credit-based modular approach can be used to develop course module and materials which are expected to suit learners’ needs and the need of professional field.
F. Definition of Terms
There are some key terms that the researcher needs to explain in order to make the problem become clearer. Those key terms play important role in defining the limitation and purpose of this research. They are as follows.
1. Course Design
In general course design can be considered as the act of planning materials and how a course will be conducted so that it will meet the needs of the course participants. Woodward (2001, p. 1) describes planning as the act of:
“…considering the students, thinking of the content, materials and activities that could go into a course or lesson, jotting these down, having a quiet ponder, cutting things out of magazines and anything else that you feel will help you to teach well and the students to learn a lot, i.e. to ensure our lessons and courses
are good.”
course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation. Borrowing Kipling’s “honest serving men”, Hutchinson and Waters (1987, 21-22) exemplify typical questions asked by course design developers as the following points:
Why does the student need to learn?
Who is going to be involved in the process?
Where is the learning to take place? What potential and limitations does the place provide?
When is the learning to take place? How much time is available? How will it be distributed?
What does the student need to learn? What aspects of language will be needed and how will they be described? What level of proficiency must be achieved? What topic areas will need to be covered?
How will the learning be achieved? What learning theory will underlie the course? What kind of methodology will be employed?
Those questions are generated from three basic questions in designing a course, namely “What?” (language descriptions), “How?” (learning theories), and
2. Credit-based Modular Approach
Credit-based modular approach is based on credit-based modular curriculum. However, Betts and Smith (1998, 34) state that credit-based systems do not have to be modular, although many are. In other part of their Developing
the Credit-based Modular Curriculum in Higher Education, it is stated that in
classical modularism, modules will be the same size measured in notional hours. The question Betts and Smith raise will lead us closer to the term “credit-based modular approach”, which is “How many hours are available for the standard module?” Additionally, Theodossin (1986, as cited in Betts & Smith, 1998, p. 34)
differentiates “tutor contact” and “student committed time” or “learning time”
which indicates that the time students commit to is in need of worthy appreciation. From the discussion which was presented above, and in terms of instructional materials, credit-based modular approach can be defined as the way instructional materials are developed based on the time frame and how learners’ committed time should be appreciated by the accumulation of credits, or say, assessment. 3. The Students of SMA St. Fransiskus 1 Jakarta
The students of SMA St. Fransiskus 1 Jakarta are those who enroll themselves to SMA St. Fransiskus 1 Jakarta, a private senior high school located in Jl. Kramat Raya 67, Jakarta Pusat, D. K. I. Jakarta. According to the school’s
4. English Course
An English Course is an extra-curriculum activity which is held by SMA St. Fransiskus 1 as an English supplementary course for the students of classes X to XII. The purpose of the course is to encourage the students to use English as a mean of communication. The course is developed upon the school board’s
12
CHAPTER II
THEORETICAL REVIEW
This chapter discusses the theories underlying the research. To be clear, the discussion is divided into two sub-discussions, namely theoretical review and theoretical framework. In the theoretical review there are discussions on credit-based modular approach, communicative language teaching, communicative competence, instructional design models, and English course. Second part would be theoretical framework in which it synthesizes the preceeding discussion on the section of theoretical review.
A. Theoretical Review
This section discuses some theories related to way an English course is conducted, in particular how the English course can help the students deal with their needs of English for daily communication. Those theories will be the basic thoughts upon which the communicative English course will be constructed with the approach of credit-based modular approach.
1. Credit-based Modular Approach
for study (Betts & Smith, 1998 pp. 1-7). There are two important terms in credit-based modular curriculum, namely “module” and “credit”. Betts and Smith (1998) discuss module in relation with credit accumulation by stating that modularism in higher education aims to provide a single standard framework which is embedded right across the institution in order to avoid deviation (p. 34). Most modular systems distinguish the time frame of a module into “tutor contact” and “student
commintted time” or “learning time”. In order to be a single standard framework
and to avoid deviations, it should be agreed by parties across an institution to set the size of the module, namely what the standard student committed time ought to be. While “tutor contact” might take only 10% (ten per cent) of the body of a module (Betts & Smith, 1998, p. 35), “student committed time” might take the rest of the time, implying more attention in managing activities and materials allocated to this learning time.
While module can be depicted as the whole body of a course which the students have to put their efforts into, credits can be considered as the bricks which all together construct the body. Credits can be consider as values or worth made explicit in a modularized courses. The credit is merely a means of exchange (Betts & Smith, 1998, 35). A credit, then, is an exchange of students’ hours of study which they need to accumulate in order to achieve the standard of the course accomplishment.
going to be applied in an extra-curricular activity of English course, the credits would be embodied in a very simple form of how much time the students would spent for the whole course and the topic being prepared to be accomplished by the students.
2. Communicative Language Teaching
Communicative Language Teaching (CLT) has its root in the notion that the main function of language is to communicate (Richards & Rodgers, 2003, p.159). The main characteristic of this approach to language teaching is its acknowledgement of the interdependence between language and communication, and that the goal of language teaching is communicative competence of the learners (Larsen-Freeman, 2008, p. 121). Even though CLT does not put linguistic competence at the same level to communicative competence, but subordinate to the latter, it does not mean that CLT pays no attention to linguistic accuracy since there will be no clear and good communication without appropriate structure of the target language, otherwise the communication will go to the wrong direction. Thus, some say that CLT means little more than an integration of grammatical and functional teaching (Richards & Rodgers, 2003, p. 155).
language learning and that can be used to support a wide variety of classroom procedures (Richards & Rodgers, p. 172).
As an approach to language teaching, the principles of Communicative Language Teaching can be observed through two theories, namely theory of language and theory of learning (Richards & Rodgers, 2003). Those theories are best described as follows.
a. Theory of Language
The key concept of Communicative Language Teaching (CLT) is language’s primer function as a tool of communication. Savignon (ed., 2002)
states that the central theoretical concept in CLT is “communicative competence”,
which is a term introduced into discussions of language use and second or foreign language learning in the early 1970s. The term “communicative competence” is a
result of Hyme’ response to Chomsky’s theory of competence which highlighted the importance of “ideal speaker-listener” with perfect linguistic knowledge, which is supposed to be unaffected by cognitive and situational factors during actual linguistic performance (Rickheit, Strohner & Vorwerg, 2008, p. 17).
enough, which is effectively negotiating meaning to his interlocutors, a speaker needs not only linguistic competence, which is not less important though, but above all is communicative competence, a dynamic concept depends on the negotiating of meaning between two or more people share to some degree the same symbolic system (Savignon, 1997, p. 14).
Under the light of language theory, CLT at last can be said to be an approach of language teaching which has a rich theoretical base characterized by communicative view of language as listed in the following points (Richards & Rodgers, 2003, p. 161):
Language is a system for the expression of meaning.
The primary function of language is to allow interaction and communication.
The structure of language reflects its functional and communicative uses.
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
b. Theory of Learning
In term of learning theory, Richards and Rodgers (2003) describe CLT through three elements found in the practices of CLT, namely:
1) Communicative Principle
2) Task Principle
Task principle is a set of activities in which a language is used for carrying out meaningful tasks to promote learning (Johnson, 1982, as cited from Richards & Rodgers, 2003, p. 161).
3) Meaningfulness Principle
By meaningfulness principle it is meant for a language that is meaningful for the learner in supporting the learning process.
Having observed those three elements of CLT practices, there is a strong emphasis on activities to support learning process. Additionally, those activities are meant for creating meaningful learning process, which can be defined as having real impact for learners’ real life. Therefore, CLT at the level of theory of learning can be stated as an approach in language teaching which gives strong emphasis on the meaningful practices for the learners to develop their communicative skills.
3. Communicative Competence
Savignon (1997) categorizes the term “communicative competence” into two more general terms, namely “competence” and “communication”. A conclusion follows those two terms as a full definition of communicative competence. Following Savignon’s division, there are three terms to be defined as follows.
a. Competence
A helpful perspective on the term “competence” may come from other
a Harvard psychologist, on defining and assessing competence for a particular job, Savignon defines competence as the identification of behaviors of people considered successful at what they do (Savignon, 1997, p.9). In terms of language teaching and learning, it is the identification of the characteristics of good communicators.
Related to McClelland’s identification of competence, Vazirani (2010) writes on “SIES Journal of Management” a definition of competence by stating
that competencies are underlying characteristics of people that indicate ways of behaving or thinking, which generalizes across a wide range of situations and endure for long periods of time. Furthermore, Vazirani (2010) states five terms related to the definition of competencies:
1) Knowledge
It refers to information and learning resting in in a person, such as surgeon’s knowledge of human anatomy.
2) Skill
Skill refers to a person’s ability to perform a certain task, such as surgeon’s skill to perform a surgery.
3) Self-Concepts and Values
This term refers to a person attitudes, values, and self-image, for example: a person’s belief that he or she can be successful in a given situation, such as a
4) Traits
Traits refer to physical characteristics and consistent responses to situations or information. Good eyesight is a necessary trait for surgeon, as is self-control is an ability to remain calm under stress.
5) Motives
Motives are emotions, desires, physiological needs or similar impulses that prompt action. For example surgeons with high interpersonal orientation take personal responsibility for working well with other members of the operating team.
From the five terms discussed above, it can be stated that competence is a person’s actualized potentials of knowledge, skills, self-concept and values, traits, and motive in order to achieve success in what he does amid various-changing situations. Furthermore, in terms of language teaching and learning, the word “success” can be defined as how those potentials are expanded, developed, and
actualized so that a person eventually becomes a good communicator. As the discussion of competence touches the term of “good communicator”, in turn, there is a need to describe what communication is.
b. Communication
figure out any possible negotiation of meaning carried out by single party, without any single partner of communication to whom the meaning is addressed to.
Negotiation of meaning means a process of giving and receiving each party’s way of identifying the same fact. This definition is supported by Savignon’s statement that “the success of particular communication strategy
depends on the willingness of others to understand and on the interpretation they give to our meaning” (1997, p. 10). The “willingness to understand” and the
“interpretation to the meaning conveyed” can be seen as the process of receiving
and giving. From the definition given above, it can also be said that the process of expressing the meaning is in line with the process of giving, and reversely, the process of interpreting the meaning as the process of receiving. In other words there is no meaningful and effective communication without any negotiation between the parties involved.
c. Communicative Competence
Following logically the two premises above, communicative competence is interpreted as a person’s actualized potentials of knowledge, skills, self-concept and values, traits, and motive in order to achieve success in expressing, interpreting, and negotiating meaning amid various-changing situations. Hence, communicative competence related to English is the actualization of English knowledge and skills in order to express, interpret and negotiate meaning in real situations which require English as the bridge of communication.
effective language behavior in order to achieve particular communicative goals. Communicative competence includes linguistic competence (for example, knowledge of grammatical rules) and pragmatic competence (for example, knowledge of what constitutes appropriate linguistic behavior in a particular situation; politeness). In this research, the communicative competence about what the English course concerns is related to grammar-vocabulary acquisition and how that knowledge can be successfully applied in the real situation.
4. Language Course Design
Designing language course is not a linear process so as if once a syllabus is set and then all the course activities must be coherent with it. Graves (2000, p. 2) considers language course design as an interrelated set of processes and products, and that it can be considered as a system. Graves argues a language course design as a constant and systemic process, but a process that sometimes goes forward and back, resemble the messy and multi-faceted process. Graves gives a framework of a course development process as the figure below:
The chart which was presented above is rather flowing than hierarchical. Graves state that a flowing framework for a course development process will give more space for teachers to make an entry to this course depends on the context the teachers and students face up, and also on the beliefs the teachers have towards the students and situation which probably influence the upcoming course. It also indicates that a course design is a system in which its components are interrelated and affecting each other (Graves, 2000, p. 4).
B. Theoretical Framework
This section gives a synthesis of the theories being applied in this research that have been elaborated in the previous section. This theoretical framework aims to elaborate those theories so that they can really be the basis of the research. The paragraphs following this paragraph are answering the problem formulation stated in the first chapter.
In addition, the writer also refers to Communicative Language Teaching approach to be combined with the based modular approach. While credit-based modular approach emphasizes on the importance of students’ freedom to choose their own materials (even though always in coordination with the tutors), Communicative Language Teaching emphasizes on the activities that support the development of students’ communicative competence. Combining credit-based modular approach with Communicative Language Teaching will give to the students more space and freedom to choose what they consider as their needs, so that the learning process will support them be good communicators.
24 CHAPTER III
METHODOLOGY
This chapter focuses on the methodology which was applied in this study. The methodology was developed upon the discussion of the research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
Through this research, the writer aims to answer two research problems which were formulated in the first chapter. The first problem concerns what the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course held by the school. The second problem is how communicative English design using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.
453-454). Even though this study is more simplistic compared to other qualitative approaches, basic interpretative study is more flexible to be applied to various disciplines, including education. The benefit of this study is that it may use a variety of data collection techniques, including interviews, observation and data collection. Another benefit of applying this study, and it is the biggest benefit, is that it portrays the world as it is perceived by the research participants. The study begins with what people feel and experience, then how the researcher would respond it. The result of the study would be specific and existential since it is based on people’s real experiences.
The discussion of what basic interpretative study is as it was presented in the previous paragraph explains why this research makes use of basic interpretative approach as the method of the research. As stated in the previous chapter, the research aims to know what the students of SMA St. Fransiskus 1 Jakarta expect by joining the course and how the expectation is going to be answered by applying a communicative English course design using credit-based modular approach. The research aims to really understand what the students think about the English course they are involved into. Based on their perception about the course, the communicative English course desgin using credit-based modular approach and its instructional plan will be developed in the future.
As basic interpretative study is considered as qualitative research, this research made use of Maxwell’s qualitative data analysis strategy to be applied to
(1996, p. 2-3) states that qualitative research is sort of research in which each component of the research design may need to be reconsidered or modified in response to new developments or to changes in some other components. Combined with the data analysis of Maxwell (1996) the method of this research is developed as follows.
1. Data Gathering
The data gathering made use of the two instruments which are stated below.
a. Interviewing
The interviews were conducted to both the course participants and the tutors. There were six course participants and two tutors being interviewed based on 12 selected questions. The interviews consisted of open-ended questions where the interviewees were given freedom to utter their notion based on the given questions. All the interviews were done in one day with the average length of each interview is 15.37 minutes. The interviews were recorded with a recorder tool with high recording quality proved by the sound quality of the recording.
b. Questionnaire
questionnaires consisted of 12 open-ended questions focused on students’ expectation and motivation in joining the course, and also their inputs to develop a better English course in the future.
2. Data Analyzing
The data analyzing process was done through seven steps as follows. a. Listening
The first step in data analyzing process is listening to the recorded interviews. Thereafter, the recorded interviews were transferred into a computer in order to make it easier to manage the listening process. Using an earphone, the listening process took several days, considering the duration of each recording and the iterative process of listening. The listening process was done in two steps, namely listening the audio and typing the main idea of each utterance. Whenever the main ideas were not clearly caught, the listening process would be iterated until the clearest ideas were able to be grabbed.
b. Transcribing
c. Transcription Reading
After the transcribing process was done, the following process was reading the transcription as the continuation of transcribing process. The main purpose of transcription reading is to recheck the typed information and re-elaborate the information in order to make the information understandable.
d. Coding
According to Maxwell (1996) coding is the most common categorizing strategy in qualitative researches. Differs from coding conducted in quantitative researches, coding in qualitative researches aims to fracture the data and re-arrange them into certain categories that facilitate the comparison of the data and that aid the development of theoretical concepts. Maxwell also says that coding process in a qualitative research is based on the analyzed data, which is in a dynamic interaction with and is tailored to the understanding of the data. In fracturing the data, the writer sorted the interview transcriptions into the main idea based on the given questions. The data were then grouped into tables based on the given questions of the interviews.
e. Memoing
f. Categorizing
Related to coding is categorizing in which those two process is apparently substitutes each other. While the coding process in a qualitative research has no rigid categories to be obey, the categorizing process of this research was also based on the obtained data itself. Thereafter, the similar data would be grouped to get the general conveyed idea of certain problems.
g. Connecting
This step refers to the act of connecting the categorized data and the theme. According to Maxwell (1996), connecting the categorized data and the theme is important in constructing a theory as a primary goal of data analysis. In this research, the categorized data which were gained through interviews, would be connected to the main theme of the research, namely the expectation of the English course participants on the English course held by the school.
3. Data Presentation: Reporting
respectively. The writer chose to mix the steps in order to adequately accommodate the research purpose.
a. Abstract
Abstract is a very basic summary of the major aspect of the research. It contains: problem, design, methods and outcomes. It is essential in assisting reader to conduct literature reviews.
b. Introduction
An introduction contains the purpose of the research study and the background of the researcher’ decision to conduct the research study. It also states explicitly the need of the study.
c. Research Context
According to Maxwell, a research context has two purposes, namely to show how the proposed research fits into existing theory and research, and to explain the theoretical framework that informs the study being conducted.
d. Research Questions
e. Methods
This section describes the research method that the researcher follows in conducting the study. Ary et al. (2010) propose three aspects to be included into a method section, namely:
1) Site and Sample Collection
It describes the place and the participants involved in the research. 2) Data Collection Methods
It explains the methods used to gather the research data. In this case, the research made use interviews as the method of data collecting.
3) Data Analysis Procedures
It provides information of the approach conducted in analyzing the collected data.
f. Validity
The main purpose of validity in research study is to show that the research which the writer conducted was not as self-fulfilling prophecy (Maxwell, 1996, p. 109). Triangulation as the way to obtain the validity of the research was conducted by comparing the students’ perspective, the tutors’ perspective, the chairperson’s perspective and the perspective of the experts of this field.
g. Preliminary Results
h. Conclusions
It is the continuation of the preliminary result section with the main goal of pulling reasonable notion of what was discussed previously. It also implies the implications for the broader fields.
i. References
References list all works cited in the research report alphabetically. j. Appendix
Appendix includes the interviews’ transcriptions and other document
supportive to the research study.
B. Research Setting
This research had been conducted through a series of interviews held in 25 March 2015. It was one-day interviews which took place in the office of Santo Fransiskus Foundation. The office itself is situated in the same area with SMA St. Fransiskus 1, at 67 Kramat Raya Street, Central Jakarta. All the interviewees were six students of SMA St. Fransiskus 1 and two English course tutors. The interviewees of the course participants were chosen among the students of the school. The tutors to be interviewed were two tutors in charge of giving an English course as an extracurricular activity in the school.
important to really know how the tutors saw the activities they had made with the participants and how they assessed the effectiveness of their methods.
The second step of the interviews dealt with the students or the course participants. The purpose of placing the interviews with the students after the interviews with the tutors is to give the writer a frame of the intended course by the tutors and how the students respond to this course frame. The writer then could see whether the students’ expectation matched with the frame established by
the tutors or not.
All the interviews took place in one of the office’s rooms with a table, two
chairs, a good recorder and an air conditioner. The place was representative enough for making an interview and quite calm, so that the recording result had high audio quality. The time provided for the interview was also quite sufficient for eight interviews. The last interview was ended at 11:46 am.
C. Research Participants
Two students were ten graders, two other students were eleven graders and another two students were twelve graders.
There were also eight English course participants who joined as research participants by fulfilling questionnaires set by the writer. Those questionnaire-participants were chosen randomly among the students of SMA St. Fransiskus 1 Jakarta. The eight questionnaire participants were also involved in the English course process held by the school.
D. Research Instruments
Fraenkel, Wallen and Hyun (2012, p. 141) give a definition of instrumentation as the whole process of preparing to collect data. It involves, still Fraenkel and Wallen, not only the selection or design of the instruments, but also the procedures and the condition under which the instruments will be administered. Thus, research instruments can be understood as the tools by which a research is conducted. In conducting the research, the writer used two kinds of research instruments, namely interview and questionnaire. However, for a scientific research, interview and questionnaire are meant to gather data or information needed for the base of the research.
rather than a hypothesis. According to Ary, et al. (2010), interview can be subdivided into three: unstructured interview, structured interview, and semi- or partially structured interview. In this research the writer makes use of semi-structured interview in the sense of the writer made some adjustments during the interview process, concerning some recent issues related to the topic under discussion.
The second instrument that the writer used in conducting the research is questionnaire. Ary, et al. (2010) define a questionnaire as an instrument in which respondents provide written responses to questions or mark items that indicate their responses. Meanwhile, Fraenkel et al. (2012) describe the advantages of having questionnaires as the research instruments, namely that questionnaires can be mailed or given to large numbers of people at the same time. The disadvantage of questionnaires is that if there is ambiguous questions the researcher cannot get immediate clarification from the respondents. In this research, the questionnaires that the writer made were meant to supply supportive data and information to the interview.
E. Data Gathering Techniques
teaching and qualitative research method. The second step was interview which was done on March 2015. The writer interviewed six students of SMA St. Fransiskus 1 Jakarta and two tutors of the English course. The third step was data gathering through questionnaires. The questionnaires were meant as additional information supplier for the interviews.
Here is the table of the expected data generated from the data gathering techniques:
Table 1
Data Needed Participants Instruments
Students’ characteristic and needs:
e. Students’ difficulties during the process of learning English in the course
f. Students’ inputs concerning appropriate method they expected to be helpful for them
a. Tutors’ perception on the English course
b. Tutors’ perception on the participants The English course tutors
Data Needed Participants Instruments c. Tutors’ difficulties in conducting the
English course
d. Tutors’ teaching method in responding to students’ needs
e. Tutors’ inputs to the school as the authority of holding the English course
The English course tutors Interview
F. Data Analysis Techniques
The data gathered from library study, interviews and questionnaires were analyzed and presented into the form of narrative description. It was made so because all the data were actually rooted in a qualitative approach. According to Fraenkel, Wallen and Hyun (2012) a qualitative approach has its preference on narrative description in which it tends to go into detailed description of what goes on a particular activity or situation.
G. Research Procedure
As what has been stated initially in the previous chapter, this research made use of basic interpretative approach as the method of the research. In general, this method of research are divided into three main steps, they are data gathering process, data analysis process and data presenting process. Furthermore, each of those steps is subdivided into some more specific items. The research procedure, which is the steps of conducting the research, is presented as follows. 1. Research Information and Data Gathering
a. Identifying Research Problems
The research problems were developed upon some factors, namely the writer’s passion on English teaching, the writer’s observation on how English
teaching in some schools, the writer’s observation on why students like or dislike
English lesson in their schools and the writer’s limited knowledge about how English teaching should be conducted in order to make it acceptable and enjoyable for students. One more factor, it is external factor, is the order of writer’s leader to study and then apply an appropriate English course for the service of the schools run by the writer’s Order.
b. Asking for Research Permission from the Foundation
c. Finding for Information and Knowledge
The information and knowledge were obtained by library study and also internet browsing. Some books which the writer could not find in the university’s library were downloaded from the internet in full version forms. The discussion the writer made with some people with the same concern were also important in giving wider perspective on the topic under discussion.
d. Conducting Interview
The interviews were conducted in a day in one of the foundation office’s rooms. There were eight interviewees, six were the course participants and two were the English course tutors. The interviews were recorded with a fine tool so that it gave clear records to be then transcribed.
2. Research Data Analyzing a. Listening
The recorded interviews were analyzed. The analysis was started by listening process. The listening process was meant to get the general idea that the interviewees uttered during the interview session.
b. Transcribing
The writer did not do verbatim transcribing process due to the main goal of the interview was to get the general picture of the interviewees’ idea about the
c. Transcription Reading
The following phase of transcribing process was transcription reading. The main purpose of this process was to get the big picture of the research data, namely the course participants’ experience, including their motivation,
expectation, difficulties and inputs. It also was directed to understanding the course tutors’ view about the course they conducted.
d. Coding
Coding means the process of fracturing the gained data in order to make it simpler to be categorized later on. Including to this process was to simplify the written text by erasing meaningless data unrelated to the topic of the research.
e. Memoing
The main purpose of memoing is not to let go even single contextual information. This information may be beneficial for the research.
f. Categorizing
g. Connecting
Connecting the categorized data to the research problem is the further process of data analysis. The data were connected to the research problem so that the data would provide answers to the problem that the research raised.
3. Research Data Presenting a. Abstract
In the abstract there will be the basic summary of what the research concerns about.
b. Introduction
Introduction contains the purpose of conducting the research and the background of the research.
c. Research Context
Research context is about the theoretical framework that informs the research being conducted.
d. Research Questions
Research questions are the central of the research which direct the research into its goal.
e. Methods
f. Validity
The validation process aims to show that the research is not self-fulfilling process. Triangulations were done by cross-checking by some lecturers and the English course tutors.
g. Preliminary Results
The preliminary results section discusses the findings of the research and testing whether the method being used is feasible enough.
h. Conclusions
In the conclusion section the writer gives a brief statement about the answer to the research problems, including its implication and recommendation. i. Reference
The references section lists all works which are cited in the research report alphabetically.
j. Appendix
Appendix includes the interviews’ transcriptions and other document
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings of the research based on the gained data. The discussion would pay attention to two points based on the research questions, namely the first, analyzing the course participants’ expectations by joining the English course held by the school, and the second, the way a communicative English course design using credit-based modular approach facilitates the course in answering the expectation.
A. Research Findings
This section presents the findings of the research. The main goal of presenting the research findings is to show what the writer has already got from the research’s data collection. It is also meant to give real picture of what had
