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).
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.
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
i
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
vi
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.
vii
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEFENSE APPROVAL PAGE ... iii
STATEMENT OF WORK ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ACKNOWLEDGMENTS ... vi
CHAPTER II. LITERATURE REVIEW A.THEORETICAL REVIEW ... 7
2. Second Language Teaching and Learning Theory ... 18
a. The Strands in Second Language Teaching and Learning ... 19
b. The Skills in Second Language Teaching and Learning ... 20
3. Materials Development ... 21
4. Contextual Review ... 24
a. Indonesian Curriculum for Tertiary Education ... 24
b. The Profile of Chemistry Department of UII ... 25
5. Related Studies ... 28
viii
a. The Participants in the Needs Analysis ... 39
b. The Participants in the Preliminary Field Testing ... 40
c. The Participants in the Main Field Testing ... 40
D. DATA GATHERING ... 41
1. Descriptive Statistics ... 44
2. Inferential Statistics ... 45
a. Normality Test ... 46
b. Hypothesis Testing ... 46
3. Descriptive Qualitative ... 47
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. PROCESS OF DESIGNING THE MATERIALS MODEL ... 48
1. Research and Information Collecting ... 48
2. Identification of Needs (Needs Analysis) ... 48
3. Planning ... 57
4. Developing Preliminary Form of the Conceptual Model ... 61
5. Evaluation of the Conceptual Model ... 65
a. The Descriptive Statistics of the Evaluators’ Judgment ... 65
b. The Descriptive Qualitative of the Evaluators’ Judgment ... 66
6. The Revision of the Conceptual Model ... 67
1. Preliminary Field Testing of the Iconic Model ... 81
ix
3. Main Field Testing ... 88
a. The Opinion Data ... 89
1) The Main Field Testing of Unit 1 ... 89
2) The main Field Testing of Unit 2 ... 93
3) The Main Field Testing of Unit 3 ... 96
b. The Measurement Data ... 99
4. Operational Product Revision ... 100
CHAPTER V. CONCLUSION AND SUGGESTION A. CONCLUSIONS ... 103
B. SUGGESTIONS ... 105
BIBLIOGRAPHY ... 107
x
LIST OF TABLES
Table 2.1. Tenses in Academic Articles ... 11
Table 2.2. Curricular Competences ... 26
Table 2.3 Co-curricular Competences ... 27
Table 2.4 Extra-curricular Strategies ... 28
Table 3.1 The Profile of Evaluators ... 40
Table 3.2. Descriptive Statistics of the Evaluators and the Students... Questionnaire ... 45
Table 3.3. The Interpretation of the Degree of Agreement ... 45
Table 3.4. Table of Kolmogorov-Smirnov ... 46
Table 4.1. The Students’ Perceptions on the Skills They Need to Support Their Study ... 52
Table 4.2. The Raw Data of the Evaluator Judgments on the Preliminary Form of the Conceptual Model ... 65
Table 4.3. The Raw Data of the Evaluator Judgment on Unit 1 ... 82
Table 4.4. The Raw Data of the Evaluator Judgment on Unit 2 ... 83
Table 4.5. The Raw Data of the Evaluator Judgment on Unit 3 ... 84
Table 4.6. The Raw Data of the Evaluator Judgment on Unit 4 ... 84
Table 4.7. The Raw Data of the Evaluator Judgment on Unit 5 ... 86
Table 4.8. The Result of the Student Questionnaire on Unit 1 ... 90
Table 4.9. The Result of the Student Questionnaire on Unit 2 ... 94
Table 4.10. The Result of the Student Questionnaire on Unit 3 ... 97
Table 4.11. Table of Wilcoxon Test ... 100
xi
LIST OF FIGURES
Figure 2.1. Materials Design Model ... 23
Figure 2.2. The Theoretical Framework of the Study ... 33
Figure 3.1. The Process of Materials Writing and R & D Steps ... 35
Figure 3.2. The Adapted Model of the Research Design ... 37
Figure 4.1. The Students’ Needs of Reading ... 53
Figure 4.2. The Skills Needed for Reading ... 55
Figure 4.3. The Purpose of Learning Listening, Speaking, and Writing ... 55
Figure 4.4. The Students’ Preference on the Learning Activities in the Class ... 56
Figure 4.5. The Students’ Preference in Doing Learning Activities ... 56
Figure 4.6. The Preliminary Form of the Conceptual Model of the The English Materials for Chemistry University Students ... 64
Figure 4.7. The Revised Conceptual Model of the English Materials for Chemistry University Students ... 70
Figure 4.8 The Manual ... 71
Figure 4.9 Unit 1 ... 73
Figure 4.10 Unit 2 ... 75
Figure 4.11 Unit 3 ... 77
Figure 4.12 Unit 4 ... 78
Figure 4.13 Unit 5 ... 79
xii
LIST OF APPENDICES
Appendix 1 Blueprint of the Reading Comprehension and Speaking ... 110
Appendix 2 Need Analysis Interview ... 114
Appendix 3 Learners’ Perceived Needs Questionnaire ... 120
Appendix 4 Evaluator Questionnaire ... 122
Appendix 5 The Syllabus of English for Chemistry ... 135
Appendix 6 Course Outline ... 144
Appendix 7 The Blue Print of the Pretest and the Posttest ... 151
Appendix 8A The Pretest ... 154
Appendix 8B The Posttest ... 162
Appendix 9A Item Analysis (Pretest) ... 169
Appendix 9B Item Analysis (Posttest) ... 172
Appendix 10A The Result of the Student Interview of Unit 1 ... 175
Appendix 10B The Result of the Student Interview of Unit 2 ... 181
Appendix 10C The Result of the Student Interview of Unit 3 ... 185
Appendix 11 The Result of the Test ... 192
Appendix 12 Photo Documentation ... 194
xiii 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).
xiv
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.
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
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
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
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
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
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
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’.
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,
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
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
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
Dudley-Evans and St John (1998).
Table 2.1 Tenses in Academic Articles (Swales, 1988, as cited in Dudley-Evans and St John,1998)
Section Tense Predominantly Used Introduction
Method
Discussion/Conclusion
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
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
Regarding the teaching of vocabulary is ESP, Nattinger (1988) in
Dudley-Evans 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
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. Adams Smiths
argues that for a greater degree of intellectual involvement in the reading class
than may always apply. Intelligent and challenging comprehension questions may help students think, not just manipulate language. A necessary development of
what she suggests would be to try to match the intellectual tasks to what is
required in the students’ specialist class.
Similar to Robinson, Flowerdew and Peacock (2001) also point out that
reading is probably the skill needed by the greatest number of EAP students
throughout the world. They argue that this is because many textbooks are
published only in English. Even if the medium of instruction is not English,
therefore, students throughout the world need to be able read in English. As it is
stated, the aim of reading in EAP is to learn about something, get information,
learn how to do something or draw material for argument. Further, they argue that
the learning of the process of reading, particularly extracting and organizing
information into their own notes, is perhaps educationally more important than
learning sets of information. Dealing with the issue of authentic and non authentic
texts, they point out a solution that is by taking out topics the students have to
study and look in technical journals for articles in the same subject area.
Flowerdew and Peacock (2001) mention a number of macro- and
micro-reading skills that EAP students need to develop according to Munby, 1978; De
Escorcia, 1984; Nuttall, 1996. They suggest that students need to be able to make
use of their existing knowledge to make sense of new material, and fit new
knowledge into their schema. They need skimming and scanning skills in order to
get an idea of the overall structure and organization of a text, and the primary and
secondary information in it, along with prediction skills. Students also need to
learn how to select and organize information (to distinguish important from less
important information in text) to read selectively for a particular purpose and
know how to make notes from a text. Other important skills are the ability to
evaluate and use information (particularly about the lesson focus, discussion
purpose and exact tasks to be done), and to see the implications of the reading.
Furthermore, Flowerdew and Peacock (2001) state the important micro
skills of EAP reading proposed by Sawyer (1989) that include recognizing logical
recognizing definitions, generalizations, examples, explanations and predictions,
and distinguishing fact from opinion, which might be achieved by recognizing
markers (also see Huckin, 1988). Further necessary skills are coping with
vocabulary (especially in lexically dense text), and identifying and learning
technical, field-specific terms (as opposed to non-field specific terms) they may
have problems with. Some useful strategies here are the use of context clues to
work out meanings, the unpacking of classifier/thing structures (compound
nouns), the ability to recognize ‘technicalised’ everyday words and prioritizing
essential words from words that are important, but not essential for text
comprehension.
Carrell and Carson (1997: 56) have suggested that EAP students need both
intensive and extensive instruction and practice in reading skills – the former so
that they can acquire the particular reading strategies such as (for example)
reading for detail and distinguishing main ideas and evidence that they need, and
the latter to gain the experience in extensive reading and ability to deal with large
amounts of text required by all academic disciplines.
Lastly, Flowerdew and Peacock (2001) mention Carrell and Carson’s
opinion (1997) that have suggested that EAP students need both intensive and
extensive instruction and practice in reading skills – the former so that they can
acquire the particular reading strategies such as (for example) reading for detail
and distinguishing main ideas and evidence that they need, and the latter to gain
the experience in extensive reading and ability to deal with large amounts of text
2) Listening to Monologue
Dudley-Evans and St John (1998) state that in EAP situation, the ability to
follow monologue, especially the lecture, is remarkably crucial, and a great deal
of attention in both research and teaching materials has been put on it. The
followings are micro-skills that are considered effective in listening
comprehension of monologue according to Richards (1983) who is quoted by
Flowerdew (1995) in Dudley-Evans and St John (1998):
1. identify the purpose and scope of monologue
2. identify the topic of lecture and follow topic development 3. recognise the role of discourse markers
4. recognise key lexical items related to subject/topic 5. deduce meanings of words from context
6. recognise function of intonation to signal information structure (for example pitch, volume, pace, key)
3) Listening and Speaking Skills
Dudley-Evans and St John (1998) use the terms ‘spoken interaction’ to
cover situation where both listening and speaking skills are employed. They
suggest that good listening skill (active listening) and questioning skills are
extremely important in spoken interaction. This spoken interaction may involve
just two people (one-to-one spoken interactions) or more than two people
(multi-person spoken interactions).
4) Speaking Monologue
Dudley-Evans and St John (1998) mention spoken monologue, that is oral
presentation, as a feature of EAP. Further, they propose key features of oral
presentations such as structuring, visuals, voice, and advance signaling.
Structuring presentation enables the learners to have a clear map to follow.
work may include pronunciation but intonation usually hinders comprehension
more. Advance signaling or signposts help listeners follow both the structure of
the information and argument, and recognize the significance of visuals.
5) Writing Skills
Dudley-Evans and St John (1998) point out the main elements that
constitute the writing skill including genre analysis and other skills involved in
developing writing skills such as the skills of planning, and drafting. They also
propose approaches to the teaching of writing which are generally referred as the
product and process approaches. The followings are the stages of the approach
that combine the strengths of the product and the process approaches
(Dudley-Evans and St John: 1998, 118):
Develop rhetorical awareness by looking at model texts;
Practice specific genre features, especially moves and writer stance;
Carry out writing tasks showing awareness of the needs of individual readers and the discourse community and the purpose of the writing;
Evaluate the writing (through peer review or reformulation)
2. Second Language Teaching and Learning Theory
The term being specific in EAP does not mean that the teaching of EAP is
separated from the concept of second language teaching and learning in general.
EAP is, inevitably, a part of the second language teaching and learning that, as a
consequence, should follow the nature of the second language teaching and
learning. Thus, the theory of second language teaching and learning that is
closely related to the context of EAP was taken to be important consideration such
as the strands in language course activities and the concepts of reading and
a. The Strands in Second Language Teaching and Learning
Nation (2007) categorizes language course activities into the four strands of
meaning-focused input, meaning-focus output, language-focused learning and
fluency development. To develop a good course, it is important to put these
strands in balance. In brief, the meaning-focused input strand involves learning
through listening and reading-using language receptively. In this strand, the
learners’ main focus and interest should be on understanding, and gaining
knowledge and enjoyment or both from what they listen and read. The
meaning-focused output strand involves learning through speaking and writing-using
language productively. Language-focused learning involves the deliberate
learning of language features such as pronunciation, spelling, vocabulary,
grammar and discourse. Fluency development involves all the four skills of
listening, speaking, reading , and writing. In this strand, the learners are helped to
make the best use of what they already know.
Ideally, each strand should have roughly the same amount of time in a well
balanced course that aims to cover both the receptive and productive skills.
However, giving equal time to each strand is an arbitrary decision. The time given
to the strands could change as learners’ proficiency develops. Besides, the ways of
giving time may vary depending on many factors like the skills and preferences of
the teachers, the expectations of learners and the school, the time-tabling
constraints, and current beliefs about language teaching and learning. What is
important is that over a period of time each strand gets about the same amount of
b. The Skills in Second Language Teaching and Learning
As widely-accepted, language teaching and learning activities are usually
categorized into four skills namely listening, speaking, reading, and writing. The
universal theories on these skills should serve as guidance to develop the
materials. Since the materials developed put primary focus on reading and
speaking, the review of theories only includes those two skills. The universal
concepts of reading and speaking were collected to be taken into account in
developing the materials model. These concepts were turned into blueprint, and it
can be seen in appendix 1.
Related to reading skill, the RAND Reading Study Group (2002) state that
comprehension is “the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language”. Pardo
(2004) defines reading comprehension as the process of readers interacting and
constructing meaning from text, implementing the use of prior knowledge, and the
information found in the text (Pardo, 2004). Wainwright (2007:37) notes that
reading comprehension is process in which the reader has to decide linguistic
symbol and reconstruct them up to meaningful whole intended by the writer.
According to Klingner (2007:2), reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that include
word reading, word and word knowledge, and fluency. Meanwhile, according to
Mc Namara (2007), comprehension arises from a series of cognitive processes and
activities, including word decoding, lexical access, syntactic processing, inference
generations, reading strategies (e.g., self explanation), and post reading activities
conclusion, reading comprehension is the process of simultaneously constructing
meaning through interaction that involves a series of cognitive processes and
activities.
Related to speaking, Mead and Rubin (1985) say that speaking is an
interactive process in which an individual alternately takes the roles of speaker
and listener, and which includes both verbal and nonverbal component. O’Malley
(1996:59) defines speaking as a means of negotiating intended meanings and
adjusting one’s speech to produce the desired effect on the listener.Burns & Joyce (1997) and Luoma (2004:2) define speaking as an interactive process of constructing meaning that involves producing, receiving and processing information. Chaney (1998), mentions that speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a
variety of contexts". According to Eckard & Kearny (1981), Florez (1999) and Howarth (2001), speaking is a two–way process involving a true communication of ideas, information or feelings. Meanwhile, according to Hughes (2002:73), “speaking is an interactive, interpersonal process which does not lend itself easily
to the requirements of that designer”. In conclusion, speaking is an interactive
process of constructing meaning that involves producing, receiving and
processing information.
3. Materials Development
Materials serve as key aspect in the teaching of EAP beside teachers,
students, curriculum, and methodology. One of the issues related to materials is
the choice between authentic and non-authentic materials (Flowerdew and
non authentic texts cannot represent real-world language use, that simplified
materials often lose some meaning with simplification and that the real-world
situations learners will face or are already facing are best prepared for with
authentic texts.
The importance of the role of materials in ESP is also stated by Hutchingson
and Waters (1987). Hutchingson and Waters (1987) claim that materials writing is
one of the most characteristic features of ESP in practice. According to Tomlinson
(1998), materials are anything which is used by teachers or learners to facilitate
the learning of a language. Materials could obviously be cassettes, videos,
CD-Roms, dictionaries, grammar books, readers, workbooks or photocopied exercise.
They could also be newspapers, food packages, photographs, live talks by invited
native speakers, instructions given by a teacher, tasks written on cards or
discussions between learners. In other words, they can be anything which is
deliberately used to increase the learners’ knowledge and/or experience of the
language.
Dudley-Evans and St John (1998) mention four reasons for using materials
which seem significant in the ESP context i.e. as a source of language, as a
learning support, for motivation and stimulation, and for reference. As a source of
language, materials play a crucial role in exposing learners to the language
especially in the situations where English is a foreign language. This implies that
the materials need to present real language, as it is used, and the full range that
learners require. As a learning support, materials need to be reliable, that is, to
work, to be consistent and to have some recognizable pattern. To enhance
language. The activities need to stimulate cognitive not mechanical process.
Moreover, materials should give the learners a sense of progression. For
motivation and stimulation, materials need to be challenging yet achievable, to
offer new ideas and information whilst being grounded in the learners’ experience
and knowledge; to encourage fun and creativity. Related to reference, many ESP
learners have little time for class contact and rely on a mix of classes, self-study
and reference material. For self-study or reference purposes, materials need to be
complete, well laid out and self-explanatory.
Ur (1996) in Flowerdew and Peacok (2001) argues that it is important that
the tasks be ‘designed for success’. That is, the activities should be ones which the
learners are likely to succeed in doing, rather than being beyond their present
capabilities. Meanwhile, Hutchingson and Waters (1987) present a model for
writing materials that consists of four elements: input, content focus, language
focus, and task. fund of knowledge and skills.
Figure 2.1 Materials Design Model (Hutchingson and Waters, 198: 109)
The primary focus of the unit is the task. The model acts as a vehicle which
leads the learners to the point where they are able to carry out the task. The
language and content are drawn from the input and are selected according to what
the learners will need in order to do the task. It follows that an important feature Input
Task
of the model is to create coherence in terms of both language and content
throughout the unit. This provides the support for more complex activities by
building up a fund of knowledge and skills.
4. Contextual Review
As a part of course design, developing materials needs to review context.
Graves (2000:17) states that the ‘givens’ of ‘one’s context are the resources and
constraints that guide our decisions. Knowing how long a course is, its purpose,
who the students are, and how it fits in with other aspects of the curriculum helps
us to make decisions about content, objectives and so on.
a. Indonesian Curriculum for Tertiary Education
Having experienced the debatable 2013 curriculum, the Indonesian
government has finally decided to turn back to the previous curriculum,
curriculum 2006, which is also widely called as school-based curriculum (KTSP).
According toBSNP(2006:2), curriculum 2006 is an operational curriculum that is
developed and implemented by each education unit level. The curriculum to be
developed by the educational unit should conform to the special characteristics,
the condition, the potency of the region, the educational unit, and the students.
Curriculum 2006 was theoretically underpinned by systemic functional
grammar (text-based syllabus design). Text based syllabus design views language
as a communicative resource and, consequently, teaching approaches have
become more concerned with what learners do with extended stretches of
language in authentic use; in other words, what learners do with discourse.
Text-based syllabus design is primarily concerned with what learners do with language,
with units of discourse called text (Feez and Joyce: 1998). In the tertiary
education or university level, English is categorized into Character Building
Subject (MPK) according to Education Minister Decree 2003/2004.
b. The Profile of Chemistry Department of UII.
English is taught as compulsory subject in chemistry department of UII. It
is taught in 2 credits under the name of MPK (Character Building Subject). The
teaching of English asMPK was conducted by referring to Rector Rule of Islamic
University of Indonesia No 07/PR/REK/III/2011 that lists the basic competences,
the achievement indicators, the achievement score of the competence, and the
achievement strategy for English subject asMPK.
The competences were categorized into two: curricular competences and
co-curricular competences. In addition, extra-curricular strategies were also
formulated. Curricular competences are competences that are formulated
explicitly in the academic curriculum. Curricular competences are to be achieved
through teaching and learning process at schools. This requires the students to
earn credits when taking the course subject. Table 2.2 lists the curricular
To support the curricular competences, co-curricular competences were also
formulated. These competences are to be achieved through co-curricular program.
Co-curricular program refers to activities or learning experiences that
complement what students are learning in school. It supports the academic
curriculum, but it does not earn credits. It may take place outside of school or after
regular school hour, and it may be operated by outside organizations. To put it
differently, co-curricular activitiy is an extension of the formal learning
experiences in a course or academic program. The co-curricular competences
were shown in table 2.3.
Table 2.3 Co-curricular Competences
In addition, extracurricular competence was also formulated. This is to be
achieved thought extracurricular activity. Extracurricular activity is an activity
conducted outside class time. The materials taught are outside the curriculum.
Extracurricular activities are conducted to develop the students’ knowledge and
either at school or outside. The activities may be offered or coordinated by a
school, but may not be explicitly connected to academic learning.
Table 2.4 Extra-curricular Strategies
Basic competence of extra-curricular activity
Achievement strategy through extra-curricular approach
Being able to use English either in academic activities or in non academic activities
Activities to develop their positive attitudes and willingness to communicate in English coordinated by DPBMKM and WR III.
5. Related Studies
I read some research studies related to English for Academic Purposes
especially those concerning with materials development. However, it was
difficult to find out studies about developing English materials for students
majoring in chemistry. There was only one study related to chemistry, yet it was
to discover the needs of chemistry students instead. The research was conducted
by Rostami and Zafarghandi (2014) in Iran entitled ‘EAP Needs Analysis in Iran:
The Case of University Students in Chemistry Department’. This study
investigated chemistry students’ and instructors’ perceptions of the English needs
of the chemistry students at the chemistry colleges of Gulan and Tehran, Iran. The
findings showed that in terms of academic studies and future works, English was
perceived as important. The instructors and the students asserted reading in place
of the highest skill. The participants declared vocabulary and reading speed as the
two most important areas causing problems for students’ studies, and writing as
the least important area. Regarding the third query of the study, the majority of
respondents suggested the curriculum that postulates general English in first term
The other two research studies were taken from other fields that I consider
having relationship with this study. The first one was from non English speaking
country, Thailand. It was Sudajit-apa (2008) who conducted research entitled
‘Systematizing EAP materials Development: Design, Evaluation and Revision in
a Thai Undergraduate Reading Course.’ This study was comprehensive study in
which material development was only a part of the study beside evaluation and
revision, and it focused only in one skill i.e. reading. The result of the study gave
beneficial insight on how developing materials for reading. He found that the
students valued the materials that offer a variety of tasks and strategies, useful
reading tasks, interesting text topics and collaborative work. It was stated that this
could promote the students’ strategy use and comprehension. However, the
students pointed out that linguistic difficulty of the text, text length, time
constraints, insufficient help from the teacher, difficulties in expressing their ideas
in English, and unclear task purpose and task procedure were their primary causes
for concern with the materials, and affected not only on the students’ task
performance and text understanding, but also their motivation. In addition, it was
stated that the use of national language, Thai, seemed likely to enhance the
students’ text comprehension due to the fact that they were able to express and
discuss the text in depth. The use of mother tongue helped prevent any confusion
that might occur while discussing the text with group members as well as while
listening to the teacher’s text explanation.
The last research study was the one conducted by Nebila Dhieb-Henia
(2003) in Tunisia entitled ‘Evaluating the effectiveness of metacognitive strategy
the reading processes of EFL/ESP students with respect to research articles in
their specialty area: Biology and was aimed at exploring how metacognitive
strategy training influenced a group of readers’ declarative and procedural
knowledge, and their choice and use of strategies while reading research articles.
The results of the study emphasized the importance of choosing appropriate
reading materials in terms of content and length, the necessity of setting time limit
for reading tasks, and last but not least, the need to focus on the reading process
and how it relates to the product of reading.
B. THEORETICAL FRAMEWORK
The objective of this study is to present the iconic model of the English
materials for chemistry university students. Before developing the iconic model, a
conceptual model needed to be discovered first as it would underpin the iconic
model. Review of theories were conducted in order to discover the appropriate
conceptual model. The type of EAP situation in which the course is conducted
was taken into account. Indonesia is categorized into a situation where all subject
courses are taught in the national language, but English may be important for
ancillary reasons. As a consequence, in this type of situation, the students need
more receptive skills instead of productive ones. Thus, the model of the English
materials developed is supposed to put more emphasis on the receptive skill i.e. to
enable the students to access subject knowledge or content. However, even though
receptive skill (reading) is supposed to be placed in the first priority, productive
skills should also be involved to support the primary skill. This is because a skill
manner. Besides, the need for other supportive skills is necessary in order to give
variety of learning activity since mono-skill courses are often less motivating.
The materials developed need to consider the language issues and the nature
of skills in EAP. The grammar taught in the materials should only focus on the
grammar that is needed when the students have grammatical difficulties that
hinder with essentially productive skills of speaking and writing, or the essentially
receptive skills of listening and reading. Regarding to vocabulary, technical
vocabulary may appear as carrier content for the exercise. Related to the reading
in EAP, text should be more considered as vehicle for information rather than as
linguistic object. Both extensive reading and intensive reading need to be involved
in the materials model.
The view that the teaching of ESAP should suit the needs and the purposes
of the language learner as the nature of ESAP should not neglect the common
principles of the second language teaching and learning theory. The ESAP course
activity should take into account the strand principles i.e. meaning-focused input,
meaning-focused output, language-focused learning and fluency development. In
addition, universal concepts of reading and speaking were supposed to be used as
guidance. These concepts were made into blue print as can be seen in appendix 1.
This blue print served as guidance in the inclusion of macro-skills and
micro-skills in the materials designed.
Considering the nature of materials design, the materials model should
fulfill the requirement to be used as source of language, as a learning support, for
elements of materials design model such as the appearance of input, content focus,
language focus, and task.
As it has been the nature of ESAP to be bound to context, the model of the
materials model should also refer to Indonesian curriculum for tertiary education
and the profile of chemistry department of UII. This implies that the materials
designed should conform to the special characteristic, the condition, the potency
of the region, the educational unit, and the students. As a consequence, the model
of the materials refers to rector rule of UII No 7/PR/REK/III/2011, and it also
considers the result of the needs analysis gathered from the students. Related
studies on EAP and materials design were also reviewed to be used as the last
consideration in designing the model. The theoretical framework of this study was
Figure 2.2 The Theoretical Framework of the Study
Theory of EAP Theory of
language teaching and learning in general Indonesia
Curriculum for Tertiary Education (Curriculum 2006)
Needs Analysis
Learners’ perceived needs (questionnaire)
Implication
Goal Content/Topic
Institution
Basic competences formulated in Rector Rule of Islamic University of
Indonesia No 07/PR/REK/III/2011
Learner’ needs (Interview)
Implication
Process
Conceptual Model
Iconic Model
Manual Course book Workbook
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology to answer the research question.
This methodology is used to verify the empirical truth of this study. It consists of
research method, research procedure, data, data gathering, and data analysis.
A. RESEARCH METHOD
As stated before, the goal of this research is to present the iconic model
of English materials for chemistry university students. In order to achieve the goal
research and development study was conducted. Borg and Gall (1983) state that
educational research and development (R & D) is “a process used to develop and
validate educational products”. The development of a finished product that can be
used effectively in educational program is aimed at bridging the gap between
educational research and educational practice. There are ten major steps in R &
D cycle: 1) research and information collecting, 2) planning, 3) develop
preliminary form of product, 4) preliminary field testing, 5) main product
revision, 6) main field testing, 7) operational product revision, 8) operational field
testing, 9) final product revision, and 10) dissemination and implementation. Due
to some limitations, only seven steps out of the ten major steps were employed.
Moreover, since the research aims to develop materials model, the process of
materials writing proposed by Brian Tomlinson (1998) was also taken. It consists
of identification of need for materials, exploration of need, contextual realization
