AN ANALYSIS OF LEARNING NEEDS IN ESP COURSE AT FACULTY OF INFORMATION AND TECHNOLOGY
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Indreswari Pinandita 112008092
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013
AN ANALYSIS OF LEARNING NEEDS IN ESP COURSE AT FACULTY OF INFORMATION AND TECHNOLOGY
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Indreswari Pinandita 112008092
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013
ii
AN ANALYSIS OF LEARNING NEEDS IN ESP COURSE AT FACULTY OF INFORMATION AND TECHNOLOGY
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Indreswari Pinandita 112008092
Approved by:
Hendro Setiawan Husada, M. A.
Sesilia Rani Setyo Sari, M.Hum.
Supervisor
Examiner
iii
COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Indreswari Pinandita and Hendro Setiawan Husada, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
Indreswari Pinandita:
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name Student ID Number Study Program Faculty Kind of Work
: Indreswari Pinandita : 112008092 : English Education : Faculty of Language and Literature : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
An Analysis of Learning Needs in ESP Course at Faculty of Information and Technology along with any pertinent equipment. With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer. This declaration is made according to the best of my knowledge. Made in Date
: Salatiga : February 7, 2013
Verified by signee,
Indreswari Pinandita Approved by Thesis Supervisor
Thesis Examiner
Hendro Setiawan Husada, M. A.
Sesilia Rani Setyo Sari, M.Hum. v
An Analysis of Learning Needs in ESP Course at Faculty of Information and Technology Indreswari Pinandita
Abstract This study aimed at investigating learning needs perceived by students in ESP program of Faculty of Information and Technology (FIT), Satya Wacana Christian University (SWCU). One lecturer and 41 (n=41) students were involved as the participants of this study. The data were collected from a semi-structured interview and questionnaires which were adapted from Hutchinson & Waters’ study.The results of the study found that 91.89% of the participants were satisfied with what BIP 4 had offered. Most of the participants reported that the course had matched with the purpose of their study and they were also pleased with the teaching styles used in the classroom. They also pointed out that the lecturer was well-prepared and had shown good attitude in teaching. Finally, most of the participants’ responses also revealed that the teaching materials used in BIP 4 were also relevant to their needs and the classroom was comfortable to support their learning. It is recommended that further research with more partipants be undertakenin order to establish a greater degree of conclusiveness on this matter. Keywords:learning needs, ESP, Information and Technology, teaching materials
Introduction In this globalization era, it is becoming increasingly difficult to ignore the importance of English. English is considered as a global language and used to communicate with not only the native speakers of English, but also any L2 speakers of English (Hu, 2004). Besides being used as a medium to communicate with people around the world, English is also preferred as the language of any international business and capitalist development throughout the world (Eoyang, 2006). As Chien, Lee, & Kao (2008) claims that, “English has been the link in the research and development systems and it is increasingly important for the globalization of all the nations” (p. 115). For those reasons, Asian people consider English as the key point of being successful in achieving a qualified standard of education and occupation. Therefore, in Asian countries, it is 1
common to find schools that placed English as a compulsory subject taught in schools (Nguyen & Hudson, 2010). In the previous research, Long (2005) discovered that most of general English courses taught too much without any particular limitation on what should be taught. In addition, they focused more on teaching grammar and linguistic of the language. More recently, literature has emerged contradictory findings about the basis of language skills. Acquiring a language is more than just acquiring linguistic competence of the language. Students need to have sufficient knowledge and skill so that they can not only grasp the theory, but also put their knowledge into practice (Belcher, 2004; Raof & Yusof, 2006; Xiao, 2006; Akbari & Tahririan, 2009). Accordingly, an English course designer should notice the different needs of their students and equip them with any necessary skills needed. With the purpose of permitting students to comprehend and make use of the learning theory, it is suggested that English instructors need to adapt what the students need in the forthcoming setting or situation (Long, 2005; Chien, Lee, & Kao, 2008). When students are given adequate materials or exercises on the context of language used in their field, they would be able to use the language precisely (Raof & Yusof, 2006). The appropriate lessons and tasks make the students know the context of the language and it enabled them to communicate effectively. Robinson (1991) highlights that besides understanding what its students’ need, an English course will be more effective and defensible if the instructions and materials match the students’ purposes of learning. An English course should involve specific purposes in their programs, which is known as English for Specific Purposes (ESP) course or program. Different with English for General Purposes (EGP) courses which help their students to acquire English and
2
utilize it for general English communication, ESP courses use learner-centered and content/context-based approach. As Belcher (2006) points out that “ESP assumes that the problems are unique to specific learners in specific contexts and thus must be carefully delineated and adressed with tailored-to-fit instruction” (p.135). Basically, ESP courses need to involve professional studies in English that enable their students to make use of the language according to their needs in their specific fields, such as science and technology (Chien, Lee, & Kao, 2008). An ESP course should be able to comprehend and distinguish the different needs of its learners since students have different reasons and purposes in learning English.“ESP, then, is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning”(Hutchinson & Waters, 1987, p.19). The professional studies will make it easier for the ESP courses to design a program that provides their students with any necessary knowledge and skills that they need in their fields (Xiao, 2006). The necessary knowledge and skills of the students is delivered by adapting the language contexts in their teaching and learning activities. Johns & Price Machado (2001) found out that the past decade has seen the rapid development of ESP programs in many English as a Foreign Language (EFL) countries. The EFL term is used to indicate a language studied in a setting which is not primarily use English in daily communication. In any EFL countries, the chance for learners to improve the language skill is limited, but the desire of mastering English is high (Oxford, 2001). For that reason, ESP courses become more common to be found in EFL countries in which the learners need to learn English to study in English-medium educational institution or pursue their careers. Designing an ESP course started with an understanding of the students’ needs in learning English. Needs is defined as what students do not know or cannot do in English. In other words,
3
needs can be defined as the desired outcome of students’ ability to comprehend and apply the knowledge of the target situation (Belcher, 2006; Brown, 2001; Hutchinson & Waters, 1987). As Robinson (1991) points out that course designers are attempted to find out learners’ needs and required a course development process called need analysis. Basturkmen (2010) highlights the significance of conducting the needs analysis as a tool to help in designing and evaluating a course. In this process, the course designers are supposed to identify what the students’ needs are in the target area by reflecting on students’ previous knowledge of English. Afterward, they should make a speculation of how the classroom activities and teaching content will enhance the teaching and learning process. Essentially, an ESP course is based on a need analysis. Besides conducting a need analysis, an ESP course also need to determine another needs of students, namely learning needs. Different with the need analysis, a learning needs analysis focuses on the learners’ need in thelanguage learning process (Al-Khatib, 2005; Hutchinson & Waters, 1987). “As students become more involved with the course, their attitudes and approach may change. They – or their sponsors - may also become more ambitious and extend the targets towards which they are aiming” (Robinson, 1991, p.15).Through the learning needs analysis, the ESP might assess if the present course is still relevant with the learners’ need or not. In addition, it can be used as a standard for ESP program to provide appropriate materials and instructions to fulfill the learners’ need (Hutchinson & Waters, 1987). The importance of encountering learners’ need in learning (Al-Khatib, 2005; Basturkmen, 2010; Belcher, 2006; Brown, 2001; Hutchinson & Waters, 1987; Robinson, 1991) had encouraged the researcher to find out how well does the ESP program perform at present. Therefore, this paper provided an account of analyzing the learners’ perception related to their learning needs at the English program in the Faculty of Information and Technology (FIT) of
4
Satya Wacana Christian University, Indonesia. The FIT aimed at giving the students deeper understanding of English for IT, which covers Bahasa Inggris Dasar (Basic English) and Bahasa Inggris Profesi (English for Profession). While the Basic English course aimed at giving the students basic understanding of English, English for Profession course provided the students with the deeper understanding of English for their IT profession. Before conducting this study, the researcher found that the materials used in the ESP course is good sinceit is comprehensive and relevant to the IT issues.The ESP course is also taught by qualifiedEnglish lecturers who have completed their bachelor and/or master degree in English. Moreover, the majority of students admitted that the ESP course ispleasing as they are enjoying the ESP class. Based on this observation, the researcher came out with an idea to have a further research with regard to the existing ESP program in the FIT. To be more specific, this study would find out how well the ESP course meets the students’needs in learning. In this study, one research question was asked, “What are the BIP 4 students’ perceptions toward their learning needs?” The proposed study serves as a medium for the students to share their perception along with their recommendationfor the present English course. It may help FIT, especially the ESP course designer, to gain deeper understanding of the students’need in learning, in addition to serve as a tool to check whether the ESP programis still relevant with the learners’need. The finding result also enables the ESP lecturer to prepareappropriate teaching materials and methodologies. Lastly, this study will be useful for future researcher as a guide in developing this study.
5
The study In analyzing the data, this study combining quantitative and qualitative methods. Firstly, the data were analyzed quantitatively to calculate the frequencies and percentages. Then, the qualitative method was applied in order to draw hypotheses from the results and gain deeper understanding of the findings.As Brown (2001) suggests to use the combination of qualitative and quantitative method whenever possible as they might provide more comprehensive findings. Context of Study This study was conducted in BIP 4 (English for Profession level 4) classes in the Faculty of Information and Technology (FIT), Satya Wacana Christian University (SWCU), Indonesia. BIP 4 course focused on developing reading and writing skills which enabled the students to understand the IT materials. This course was offered in the second trimester in 2011/2012 academic year. The purpose of conducting this research was to answer the following research question: “What are the BIP 4 students’ perceptions towards their learning needs?” Participants The participants of this study were 1 ESP lecturer and 41 students of BIP 4 course in FIT, SWCU, Indonesia. The lecturer was chosen as a representative of ESP course lecturers in FIT. She is an Indonesian who graduated from English Department of SWCU. She also had completed her master degree in educational management. When this study was being carried out, she had taught ESP in FIT for 2 years. Other participants of this study were 30 male and 11 female students (n=41) of 2 BIP 4 classes in FIT. They were students of 2011 (7.31%), 2010 (85.36%), 2009 (2.43%) and 2008 (4.87%). They were all Indonesians whose age ranged from 19 to 23 years old. With regard to nationality, educational level and age, the participants could be considered homogeneous.
6
Data Collection The data of the current study were collected from questionnaires and an interview. Firstly, I distributed questionnaires to the41 students of 2 BIP 4 classes. The questionnaire was in Indonesian and consisted of 27 closed-response questions which were developed from Hutchinson & Waters’ theory on learning needs (1987). In order to check the clarity of the adapted questions, I conducted a pilot study with 5 students from BIP 4 course. After having some revisions and done with the setting up, the questionnaires were distributed to 30 male and 11 female students of two BIP 4 classes which were taught by the same lecturer. Further, the questions were divided into5 sub-categories: the reasons of learners in taking English course, the way the learners learned, the resource availability, the learners’ personal history, and the time and the situation where the course took place (ibid). Besides, I also conducted a semi-structured interview in orderto know the lecturer’s perception toward students’ needs in learning. The interview was audio-recordedand went for about 18 minutes. The interview questions were also developed from Hutchinson & Waters theory on learning needs (ibid). It consisted of 22 open-ended questions which covered the 5 subcategories: the reasons of learners in taking the English course, the way the learners learned, the resources availability, the learners’ personal history, and the time and the situation where the course took place (ibid). It was also conducted in Indonesian to ensure better understanding. Data Analysis After collecting the data, both questionnaires and interview results were analyzed.Firstly, the questionnaires were analyzedto identify the BIP 4 students’ perceptions related to their learning needs.Then, the interview record wastranscribed and analyzed to know the lecturer’s perception of students’ learning needs. The students’ and lecturer’s perception related to
7
thestudents’ needs were classified into the five categories: the reasons of learners in taking the English course, the way the learners learned, the resources availability, the learners’ personal history, and the time and the situation where the course took place(ibid). From those five categories, I made an analysis through the comparison of students and lecturer’s answers in order to know if the students’ perceptions related to their learning needs were correspond to what the faculty had provided for them. If the students and lecturer’s perception matched, it meant that BIP 4 course had successfully fulfilled students’ needs in learning. However, if the students had different perception related to their learning needs, it indicated that BIP 4 course did not seem to have covered the learning needs of the students. In other ways, it implied that BIP 4 course still needed to be re-evaluated and made some improvement in order to make the course relevant with students’ needs. Results and discussion In response to the research question “What are the BIP 4 students’ perceptions towards their learning needs?”, this study found that most of the participants (91.89%) expressed their satisfactionof the existing BIP 4 course. In depth, the results of this study were reported and discussed under five main headings: 1. The learners’ reasons in taking English course 2. The way the learners learned 3. The resources availability 4. The learners’ personal history 5. The time and situation where the course took place
8
The learners’ reasons in taking English course This part of study would see if the purpose of establishing BIP 4 course matched with the students’ motivation in learning. In answering the questions, the students were asked whether they took the BIP 4 course because they had a fondness, had an obligation, or apparently needed the course. To make it more specific, the word “need” in this context were divided into the students’ need for reading IT materials, for a TOEFL test, for a job application, and for work. Figure 1 below shows the reasons of FIT students in taking the BIP 4 course. From the data, it was apparent that 95.12% of the participants took BIP 4 course since they had an obligation to take it. In addition, the reasons of taking the course were for joining a TOEFL test (90.24%). Apparently, most of the students were reported that they needed the English course (87.80%); in which some said for working (82.92%), for a job application (78.04%), having a fondness to take the course (73.17%), and for reading any IT materials (68.29%). FIGURE 1 Students’ Reasons in Taking BIP 4 Course 95.12%
1 0.8
73.17%
90.24%
87.80%
78.04%
82.92%
68.29%
0.6 0.4 0.2 0 having a having an apparently for reading for a for job for fondness obligation need IT TOEFL application working materials test
BIP 4 was a requisite course in FIT. According to the ESP lecturer, students needed English since it has been acknowledged as the language used in IT development. Through BIP 4 course, students learned to understand IT materials and journals which were mostly written in English. Moreover, the lecturer asserted that skills given in BIP 4 course also helped the students in the TOEFL test preparation, which later would be given in BIP 5 course. 9
FIT also expected its students to master IT skills, such as understanding programming and networking system, as well as having language skills in English when they graduated. Moreover, the globalization and economy growth has demanded the job applicants to master English (Lieberman & Miller, 2005). The lecturer pointed out, “If students have good proficiency in English, it would be a plus point for them in applying for a job later”. Lastly, the data from questionnaires and interview suggested that students showed an enthusiasm in learning. To this point, 97.56% of the participants found this course was helpful to support their learning in FIT, such as for understanding IT materials and for preparing themselves for the TOEFL test. In brief, the purpose of establishing BIP 4 course had matched the students’ needs: to support their learning and prepare them to work. The way the learners learned The topic related to the way the learners learned covered 3 questions: the concept of teaching and learning, the teaching method that appeals to them, and the teaching method that alienates them. Figure 2 below represents the students’ responses related to their perception of the teaching technique.
12.19%
7.31%
0%
10.00%
46.34%
56.09% 56.09% 7.31%
20.00%
14.63%
30.00%
0%
40.00%
24.39% 14.63% 29.26%
50.00%
26.82%
60.00%
24.39% 34.13%
51.21%
70.00%
68.29%
80.00%
73.17%
FIGURE 2 Students’ Perception of Teaching Technique
0.00%
lecturer's students' presentation presentation
game
out-of-class class activities discussion
10
AVAs
teaching technique concept interesting teaching technique alienating teaching technique
The students’ perception towards the teaching concept would reveal the teaching and learning methodapplied on their study. According to the data, the students answered thelecturer’s presentation (73.17%), class discussion (56.09%), students’ presentation (24.39%), and out-ofclass activities (24.39%) as their teaching technique concepts. None of the participants considered games (0%) and teaching using AVAs (0%) as their teaching technique concept, even though the two methods had high percentage as interesting teaching technique (51.21% and 46.34%). The students had varied perception towards the interesting teaching techniques applied. This study found that the students preferred class discussion (56.09%) as the interesting teaching technique, followed by games (51.21%), teaching using AVAs (46.34%), out-of-class activities (34.14%), lecturer’s presentation (26.82%), and students’ presentation (14.63%). The students were interested in having class discussion since it enabled them to share their ideas with their peers. However, their responses also revealed that they also needed some variation in teaching such as having some competition, having some AVAs like video recording, slide show, or studying outside the classroom. Lastly, the students answered lecturer’s presentation (68.29%) and students’ presentation (29.26%) as the major alienating teaching techniques, followed by games (14.63%), teaching using AVAs (12.19%), out-of-class activities (7.31%), and class discussion (7.31%). The participants found that they did not like any teaching method that only focused on either the lecturer or the students. They preferred to have some time to discuss with peers and share their discussion results with the lecturer. In this case, ESP lecturers were expected to guide their students without omitting their main responsibility as a tutor who gave input for their students (Richards, 2006; Wei & Onsawad, 2007).
11
The interview results suggested that the lecturer also preferred class discussion as the teaching technique applied in class. According to the lecturer, class discussion enabled the students to be active in class and created a pleasant atmosphere in the classroom. In the teaching and learning process, students were given opportunities to have a group discussion and share their discussion results to the lecturer. Some activities in the teaching handout also required the students to have some discussions related to IT issues, suchas a discussion about Application Program in unit 1 and Data Security in unit 4 and 5. The result of this study supported the previous research (Xiao, 2006) that students needed classroom activities which enabled them to be active in some class discussion. The finding of this study suggested that both the lecturer and the students had similar ideas related to the interesting teaching technique applied in the classroom. Lastly, in order to create the pleasant atmosphere in teaching and learning process, without omitting the quality of teacher-students interaction (Xie, 2009). The resources availability The resources availability in ESP teaching covered the attitude of the English lecturer, the materials, and the AVAs (Hutchinson & Waters, 1987). Firstly, this study would find out the students’ perceptions toward the attitude of the English lecturer to BIP 4 course. The data presented in Figure 3 indicates the students’ responses related to the attitude of their ESP lecturer.
12
FIGURE 3 Students’ Perception of the ESP Lecturer’s Attitude 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0
75.60%
68.29% 53.65%
53.65% 39.02%
showing positive attitude
mastering the explaining the well-prepared materials materials clearly
showing enthusiasm
Through the questionnaires, the students answered that the ESP lecturer showed a positive attitude towards the course (75.60%), mastering the materials (68.29%), explaining the materials clearly (53.65%), and well-prepared in teaching (53.65%). Only few students answered that the lecturer showed an enthusiasm in teaching (39.02%). Through the interview, the ESP lecturer revealed that some of her colleagues encountered difficulties in teaching BIP 4 classes, especially regarding to the reading and writing skills. Furthermore, they found that the students were not interested in learning reading and writing. It was supported by students’ responses that they were more interested in improving their speaking (85.36%) and listening (56.09%) rather than reading (43.90%) and writing (41.46%) skills. The next aspect to be analyzed was the participants’ perception towards materials used in BIP 4 course. The teaching handout used in BIP 4 course was compiled by the ESP lecturers in FIT. In order to improve students’ background knowledge, the reading passages and writing exercises in the handout were mostly related to topics of IT. The handout has been used for years without any revision or renewal. Therefore, this study would find out whether or not the materials used were still relevant to the students’ needs in learning. Figure 4 below shows the students’ perception related to materials used in the handout of BIP 4 course.
13
interesting
relevant to relevant to present issue learning needs
9.75%
24.39%
9.75%
2.43%
39.02%
60.97%
36.58% 2.43%
comprehensive
12.19%
43.90% 7.31%
70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%
51.21%
FIGURE 4 Students’ Perception of Materials Used
good poor
easy to balance understand between theory and application
From the data, it was shown that some of the participants answered the materials used in BIP 4 handout was relevant to their learning needs (60.97%), interesting (51.21%), comprehensive (43.90%), easy to understand (39.02%), relevant to the present IT issue (36.58%), and balance between the theory and its application (24.39%). On the other hand, some students did not feel that the materials used in BIP 4 course was relevant to the present IT issue (12.19%), balance between the theory and its application (9.57%), interesting (7.31%), comprehensive (2.43%), easy to understand (9.57%), and relevant to their learning needs (2.43%). In spite of having no revision for years, the majority of the students thought the materials were still good (relevant to their learning needs, interesting, comprehensive, easy to understand, relevant to the present IT issue, and balance between the theory and its application). The data from the questionnaires indicated that the students did not put their concern about the renewal of the materials. For example, some of the students admitted that they were aimed at improving their vocabularies in IT context and understanding the IT materials. As long as the materials were helpful, especially to understand the IT materials, lack of renewal of the materials was still acceptable.
14
These findings suggested that in general, FIT focused on helping students to deal with the needs in the target situation, especially to understand the IT materials. For that reason, the focus of FIT in giving the materials had matched the students’ needs in learning English. However, if the ESP would like to make the materials even better, it might have some renewal to make it more relevant with the present issues. The renewal could be done by taking or adapting materials from any sources, such as the Internet, newspapers, magazines, TV programs, movies, songs and literature (Al-Khatib, 2005; Berardo, 2006). The last aspect to be analyzed was teaching aids or AVAs. As most information gained from our sight, AVAs should be considered as the effective device to enhance students’ learning (Hsiu-Chinh, 2009). The results of the questionnaire showed 80.48% of the students answered that the lecturer mostly used the BIP 4 teaching handout to teach. In addition, the other 19.52% added that sometimes she also used power point slide shows as AVAs to help the students understand the materials better.Similarly, the lecturer response revealed that she mostly used the teaching handout and sometimes used slide shows as additional visual aids in class. Hence, the data in Figure 5 below present the students’ perceptions related to the teaching aids used in the BIP 4 course.
12.19%
12.19%
20.00%
14.63%
30.00%
17.07%
40.00%
34.14%
36.58%
FIGURE 5 The Teaching Aids Used
good poor
10.00% 0.00% interesting
helpful
satisfying
As shown in Figure 5, the overall response to this question was quite revealing. Firstly, 17.07% of the students found the teaching aids were interesting, but 14.63% found they were 15
poor. Then, 36.58% of the students answered the teaching aids used were helpful, even though the 34.14% of them answered that they were not helpful. Lastly, 12.19% of the students satisfied with the teaching aid used, but the other 12.09% of the students were not. The questionnaire results indicated that teaching aids used was helpful, but had not pleased all students. In general, it seems that the students needed more variation in AVAs in order to enhance their comprehension and interest in learning. The learners’ personal history The learners’ personal history would reveal the students’ history in learning English, especially their majors of study, interests in learning, and attitude to English as well as its culture (Hutchinson & Waters, 1987). The result obtained from the questionnaires showed that the students taking BIP 4 course came from several IT majors: information and technology, information system, visual communication design, and education of information and technology. On average, they have been learning English for 12 years. In their study, Hutchinson & Waters (ibid) also requiredan ESP course to provide its students with any materials that interested them. Although the participants were all FIT students, the questionnaires result suggested that they were not only interested in learning IT subject.68.29% of the participants answered that they were interested in learning the IT subject, but the rest of them answered that they were also interested in learning a language (10.52%), art (10.52%), visual communication design (7.89%), music (2.63%), law (2.63%), business (2.63%), and sports (2.63%). In view of that, any additional materials related to the students’ interests might be given to attract their attention in learning English. This seemed to be a minor suggestion to include the students’ interests into the material selections, but the impact could be substantial. In the context of this study, incorporating students’ interests into the material could boost the students’ 16
motivation (which was included in the first sub-category of the learning needs) as well as make the teachers’ teaching methodologies more varied (which were included in the second subcategory of the learning needs). The third aspect to be analyzed in this study was students’ perception of English and its culture. Thus far, the students found that English was useful (82.92%), important (63.41%), and interesting (60.97%). The students were also interested in learning the English culture. 85.36% of the participants found that the English culture was interesting and 46.34% of them found it was applicable to their daily life. The finding of this study also suggested that 70.73% of participants found the lifestyle of native speakers of English was interesting, but only 21.95% of them found that it was applicable. The students’ responses show their enthusiasm in learning English and the English culture as well. Unfortunately, the interview result revealed that BIP 4 course did not facilitate the students to learn the target culture intensively. It was only given as a slight additional information in the classroom. For example, the lecture explained how to greet people based on the English culture. In American culture, it was impolite to ask about personal questions, such as age or family background. Then, the lecturer sometimes spontaneously discussed about American culture, such as the way the American celebrate Thanksgiving, Christmas, and Easter. It seemed that giving some information related to the target culture might improve students’ interest in learning as well as preparing them to use the language in its real context. Moreover, it also enabled them to be more selective in choosing which culture or lifestyle of the native English speakers that was appropriate to be applied in their daily life (Byram & Feng, 2004; Berardo, 2006).
17
The time and situation where the course took place The students in FIT are required to take the English courses, starting from their first trimester. Each English course, including the BIP 4, is taught for 2 hours per week (2 credits). Since this faculty focuses on IT content courses, English is only taught as an additional subject to support their learning. This study found that 90.24% of the participants considered the 2 hours meeting in each English course was enough. According to them, this course had successfully supported their learning, especially to understand the IT materials. The results of this study also reveal the students’ perceptions and needs related to the ESP classroom. The responses in Figure 6 were given as the answer to their perceptions towards the ESP classroom which covered the pleasantness, quietness, temperature, brightness, and surrounding atmosphere.
4.87%
53.65%
51.21% 7.31%
21.95%
17.07%
26.82%
21.95%
41.46%
60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%
19.51%
FIGURE 6 Students’ Perception of the ESP Classroom
good poor
pleasantness
quietness
temperature brightness
classroom atmosphere
The results, as shown in figure 6, indicated that the students found the pleasantness (41.46%), learning atmosphere (53.65%), the brightness (51.21%), quietness (21.95%) and the temperature (17.07%) of the present classroom were good. Oppositely, the data also suggested that some BIP 4 course students expressed their discomfort of the quietness (26.82%), temperature (21.95%), pleasantness (19.51%), brightness (7.31%), and the classroom atmosphere (4.87%) of the BIP 4 classroom.
18
In this study, the pleasantness of the classroom showed if the classroom was comfortable enough for the students to learn. According to them, the classroom was comfortable as it was clean, spacious, and there were not too many students in each class. The second aspect was the quietness of the classroom. This aspect revealed the surroundings of the classroom were too noisy and disturbing their concentration in learning. The third aspect was the temperature of the classroom, in which this study found thatthe temperature was too hot and not comfortable for some students to learn. The next aspect analyzed was the brightness of the classroom, which suggested that the light of the classroom was fine, neither too dim nor too bright. Lastly, the classroom atmosphere was good; it meant that the students showed their enthusiasm and created enjoyable atmosphere in their teaching and learning process. Further analysis showed the ESP lecturer and the BIP 4 students felt that the noise came from students outside the classroom was the most distraction in their teaching and learning process. In response to these findings, it would be better if the ESP course improved the present classroom situation, especially the quietness of the classroom. At last, if the classroom situation pleased the students, they would feel more comfortable to learn. Conclusion To summarize the whole findings and to answer the research question “What are the BIP 4 students’ perceptions towards their learning needs?”, this study found that the majority of the students (91.89%) were satisfied with the BIP 4 course. To be more specific, the students explained that the purpose of BIP 4 course had matched with their motivation in learning: to support their learning and to prepare them to work. The students’ responses also revealed that they were pleased with the teaching style applied in class. They enjoyed having some class discussion that enabled them to share their ideas with their classmates and lecturers. The
19
majority of the students also pointed out that the BIP 4 lecturer was good in teaching as she showed a positive attitude toward the course, mastered the materials, explained the materials clearly, and was well prepared in teaching. This study also found that the teaching materials were also good as it was relevant to the students’ learning needs. Lastly, the students’ responses revealed that they felt comfortable with the classroom situation. They found the BIP 4 course had provided them a comfortable classroom with sufficient light and enjoyable atmosphere in the teaching and learning process. The data obtained from this study also suggested several aspects that had not pleased the BIP 4 students. Firstly, this study found that even though the AVAs used were helpful, they had not pleased all students. Several students (46.34%) believed that more variation in the AVAs used in order to make it more interesting was needed. The students’ answers revealed that they were not only interested in learning IT subject. Therefore, some additional materials related to any subjects that interested them, such as: language, art, visual communication design, music, law, business, sports, and English culture, should also be given. This idea was in line with Hutchinson & Waters’ (1987) study which emphasized the need for giving some additional materials that interested the learners in order to improve their interests in learning. This study also encouraged the BIP 4 to improve the quietness of the classroom. At this point, I would like to admit that this study still had a limitation,especially with regards to the number of participants.Two BIP 4 classes’ students (n=41) and 1 ESP lecturer (n=1)of FIT involved in this study. Further works need to be done since I believe that if more participants were involved, the findings of this study would have been more conclusive. It is expected that the findings of this study can be used as a consideration for the BIP 4 course to re-evaluate and improve the present course. Al-Khatib (2005) stated, several aspects
20
which were no longer relevant with the students’ needs would make the students feel uncomfortable in learning. Thus, updating and evaluating the learning needs can be a valuable source to increase students’ interest of the course and therefore, the purpose of ESP course, especially BIP 4 course in FIT, can be accomplished. Acknowledgement My thanks are due first to the almighty Jesus Christ, for without His love, help, and presence, this thesis would not have been completed: Deo Gratias! Then, my sincere and deepest gratitude is dedicated to mysupervisor, Hendro Setiawan Husada, M.A., for his willingness to help and givevaluable suggestions during the supervisionof this thesis. Deepest gratitude are also due to my thesis examiner, Sesilia Rani Setyo Sari, M.Hum, for her willingness to give valuable advices for my thesis improvement. Then, I would like to give my special thanks to the Faculty of Information and Technology, especially BIP 4 courses’ lecturers and students, for without their participation, this research would be impossible. Last but not least, my sincere thanks goesto my family, masgeratt, and kak Adi Sudarma Yusuf, for their love and prayers: thanks for being my everything! References Akbari, Z., & Tahririan, M. H. (2009).Vocabulary learning strategies in an ESP context: The case of para/medical English in Iran. Asian EFL Journal, 11 (1),39-61. Al-Khatib, M. A. (2005). English in the workplace: An analysis of the communication needs of tourism and banking personnel. The Asian EFL Journal Quarterly, 7 (2), 175-195. Basturkmen, H. (2010). Developing courses in English for specific purposes.Retrieved December 12, 2011, from http://avaxhome.ws/ebooks/eLearning_book/languages/023022797XCoursesEnglish.html Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. Tesol Quarterly, 40 (1), 133-156. Belcher, D. D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165-186. 21
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60-69. Brown, J. D. (2001). Using surveys in language program. Cambridge: Cambridge University Press. Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37, 149-168. Chien, C., Lee, W., & Kao, L. (2008). Collaborative teaching in an ESP program. Asian EFL Journal, 10 (4), 144-133. Eoyang, E. G. (2004) English as a postcolonial tool. English Today, 19 (4),23-29. Hsiu-Chinh, S. (2009). EFL children’s views on English picture story books. Asian EFL Journal, 11 (4), 215-234. Hu, P. (2004). Adapting English into Chinese. English Today, 20 (2), 34-39. Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge: Cambridge University Press. Johns, A. M., & Price-Machado, D. (2001). English for specific purposes: Tailoring course to student needs-and to the outside world. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 43-54). USA: Heinle & Heinle. Lieberman, A., &Miller, L. (2005). Teachers as leaders. The Educational Forum, 69, 151-162. Long, M. H. (2005). Second language needs analysis. In M. H. Long (Ed.), Overview: A rationale for need analysis and needs analysis research (pp. 1-18). Cambridge: Cambridge University Press. Nguyen, H. T., & Hudson, P. (2010). Preservice EFL teachers’ attitudes, needs, and experiences about teaching writing and learning to teach writing before their practicum: A case study in Vietnam. Asian EFL Journal, 12 (2), 43-67. Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 359-383). USA: Heinle & Heinle. Raof, A. H., & Yusof, M. A. (2006). ESP project work: Preparing learner for the workplace. Asian EFL Journal, 8 (1), 144-154. Richards, J. C. (2006). Materials development and research-making the connection. Regional Language Centre Journal, 37 (1), 5-26. Robinson, P. C. (1991). ESP today: A practitioner's guide. Hertfordshire: Prentice Hall International. Wei, M., & Onsawad, A. (2004). English teachers’ actual and ideal interpersonal behavior and students’ outcomes in secondary schools of Thailand. The Journal of Asia TEFL, 4 (2), 95-121. 22
Xiao, L. (2006). What can we learn from a learning needs analysis of Chinese English majors in a university context? Asian EFL Journal, 8 (4), 74-99. Xie, X. (2009). Why are students quiet? Looking at the Chinese context and beyond. ELT Journal, 64 (1), 10-20.
23
APPENDIX Appendix A YTH. Rekan-rekan Fakultas Teknologi Informasi, Kuesioner ini dibuat untuk mengumpulkan data dalam riset mata kuliah Bahasa Inggris Profesi 4 (BIP 4) di Fakultas Teknologi Informasi-Universitas Kristen Satya Wacana, Salatiga. Partisipasi Anda dalam pengisian kuesioner ini akan sangat membantu saya dalam pembuatan skripsi untuk menyelesaikan studi saya di Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana. Oleh karena itu, kesediaan Anda untuk mengisi kuesioner ini sangatlah dibutuhkan. Data dan informasi yang Anda berikan akan dijaga kerahasiaannya dan untuk segera dimusnahkan setelah riset ini selesai. Pengisian kuesioner ini tidak akan mempengaruhi nilai Anda. Terima kasih atas partisipasi Anda. Indreswari Pinandita Petunjuk pengisian: Isilah kuesioner ini dengan memberi tanda pada kotak yang telah disediakan (pilihan boleh lebih dari satu) atau lingkaran untuk setiap jawaban yang sesuai dengan pilihan Anda. NIM Umur Jenis kelamin Kewarganegaraan
: .............. : .............. :L P : Indonesia lainnya . . . . . . .
1. Mengapa Anda mengambil mata kuliah BIP 4? (Contoh : Anda wajib mengambil mata kuliah ini : ya tidak a. Anda menyukai mata kuliah ini : ya tidak : ya tidak b. mata kuliah ini merupakan mata kuliah wajib c. mata kuliah ini penting : ya tidak d. mata kuliah ini diperlukan dalam mempelajari : ya tidak mata kuliah lain e. mata kuliah ini membantu Anda mempersiapkan : ya tidak diri untuk mengikuti tes TOEFL f. mata kuliah ini membantu Anda mempersiapkan : ya tidak diri untuk mengikuti tes Bahasa Inggris yang disyaratkan untuk melamar pekerjaan g. mata kuliah ini diperlukan untuk : ya tidak pekerjaan Anda di masa mendatang 2. Apa harapan Anda setelah mengikuti mata kuliah ini? (Anda bisa memilih lebih dari satu jawaban) meningkatkan kemampuan mendengarkan dalam Bahasa Inggris meningkatkan kemampuan berbicara/ berkomunikasi dalam Bahasa Inggris meningkatkan kemampuan membaca dalam Bahasa Inggris meningkatkan kemampuan menulis dalam Bahasa Inggris lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
3. Apa pendapat Anda mengenai mata kuliah ini? sangat bermanfaat bermanfaat kurang bermanfaat tidak bermanfaat 4. Apa pengertian Anda tentang proses belajar-mengajar? (Anda bisa memilih lebih dari satu jawaban) presentasi materi oleh dosen diskusi kelompok presentasi materi oleh mahasiswa belajar praktek di luar kelas lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5. Metode pengajaran apa yang menarik bagi Anda? (Anda bisa memilih lebih dari satu jawaban) presentasi materi oleh dosen belajar praktek di luar kelas presentasi materi oleh mahasiswa diskusi kelompok pengajaran menggunakan pengajaran menggunakan permainan/game gambar/film/video lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. Metode pengajaran apa yang membosankan bagi Anda? (Anda bisa memilih lebih dari satu jawaban) presentasi materi oleh dosen belajar praktek di luar kelas presentasi materi oleh mahasiswa diskusi kelompok pengajaran menggunakan pengajaran menggunakan permainan/game gambar/film/video lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. Apa pendapat Anda mengenai jumlah dosen pengajar Bahasa Inggris di FTI? terlalu banyak cukup banyak banyak kurang 8. Apa pendapat Anda mengenai dosen pengajar Bahasa Inggris di kelas ini? (Anda bisa memilih lebih dari satu jawaban) menunjukkan sikap positif terhadap mata kuliah ini menguasai materi pengajaran menerangkan dengan jelas menunjukkan kesiapannya dalam mengajar menunjukkan antusiasme dalam mengajar lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9. Apa pendapat anda mengenai materi yang digunakan di kelas BIP 4? (Contoh: bermanfaat : ya cukup kurang) a. menarik : ya cukup kurang b. lengkap : ya cukup kurang c. relevan dengan isu-isu teknologi saat ini : ya cukup kurang : ya cukup kurang d. sesuai dengan kebutuhan perkuliahan e. mudah dipahami : ya cukup kurang f. seimbang antara teori dan praktek : ya cukup kurang g. lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10. Apakah mata kuliah ini menggunakan alat bantu pengajaran seperti proyektor/slide show/ lainnya? selalu kadang-kadang tidak pernah (lanjutkan ke pertanyaan nomor 13) 25
11. Alat bantu pengajaran apa yang digunakan dalam proses belajar-mengajar di mata kuliah ini? (Contoh: buku : sering kadang-kadang tidak pernah) a. modul/buku teks : sering kadang-kadang tidak pernah : sering kadang-kadang tidak pernah b. presentasi power point c. video : sering kadang-kadang tidak pernah d. rekaman suara : sering kadang-kadang tidak pernah e. lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12. Apa pendapat Anda mengenai alat bantu pengajaran yang digunakan dalam mata kuliah ini? (Contoh: bermanfaat : ya cukup kurang) a. menarik : ya cukup kurang b. membantu dalam memahami materi : ya cukup kurang c. memuaskan : ya cukup kurang d. lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13. Apakah mata kuliah ini menyediakan kesempatan untuk mempraktekkan pengetahuan Anda di luar kelas? ya tidak kadang-kadang 14. Sampai sekarang, berapa lama Anda mempelajari Bahasa Inggris secara formal di sekolah dan perguruan tinggi? . . . . . . . . . . . . tahun 15. Bidang pendidikan apa yang Anda minati? sains teknologi bahasa hukum lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16. Kapan Anda menggunakan Bahasa Inggris? (Beri tanda pada jawaban yang sesuai dengan pendapat Anda) Frekuensi tidak pernah sedikit sedang sering aktivitas perkuliahan berbicara dengan keluarga berbicara dengan teman-teman berbicara dengan dosen media massa (tv, radio, dll) 17. Metode pengajaran apa yang biasa digunakan oleh dosen dalam proses belajar-mengajar? diskusi kelompok presentasi materi oleh dosen presentasi materi oleh mahasiswa pengajaran menggunakan gambar/film/video pengajaran menggunakan permainan/ game belajar praktek di luar kelas lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18. Apa pendapat Anda tentang Bahasa Inggris? (Anda bisa memilih lebih dari satu jawaban) tidak berguna berguna mudah sulit penting tidak penting menarik membosankan lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
19. Apa pendapat Anda mengenai budaya orang-orang yang berbahasa Inggris di Amerika/ Inggris/Australia? (Anda bisa memilih lebih dari satu jawaban) menarik membosankan dapat diterapkan tidak dapat diterapkan lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20. Apa pendapat Anda mengenai gaya hidup/kebiasaan orang-orang yang berbahasa Inggris di Amerika/ Inggris/Australia? (Anda bisa memilih lebih dari satu jawaban) menarik membosankan dapat diterapkan tidak dapat diterapkan lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21. Apa pendapat Anda mengenai suasana kelas BIP4? (Contoh: kenyamanan ruang : baik cukup kurang ) a. kenyamanan ruang : baik cukup kurang : baik cukup kurang b. ketenangan ruang c. suhu ruang : baik cukup kurang d. penerangan ruang : baik cukup kurang e. suasana pembelajaran : baik cukup kurang f. lainnya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22. Apa pendapat Anda mengenai jumlah jam tatap muka mata kuliah ini? tidak cukup cukup terlalu lama 23. Apakah ada mata kuliah lain di FTI (selain BIP) menggunakan materi berbahasa Inggris? ya tidak (lanjutkan ke pertanyaan nomor 26) 24. Apakah mata kuliah BIP 4 membantu Anda dalam mempelajari/memahami mata kuliah lain di FTI? ya tidak Alasan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25. Keterampilan (skill) Bahasa Inggris apa yang Anda butuhkan untuk menunjang perkuliahan Anda di FTI? (Anda dapat memilih lebih dari satu keterampilan) mendengar (listening) membaca (reading) berbicara (speaking) menulis (writing) 26. Keterampilan (skill) Bahasa Inggris apa yang ingin Anda kembangkan? (Anda dapat memilih lebih dari satu keterampilan) mendengar (listening) menulis (writing) berbicara (speaking) membaca (reading) 27. Secara umum, Anda merasa puas dengan kelas BIP 4 Anda saat ini? ya tidak Alasan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................ terima kasih untuk partisipasi Anda
27
Appendix B
Transcription of the interview with the BIP 4 course’s lecturer A : Apa tujuan dari memberikan mata kuliah Bahasa Inggris di FTI? B : Tujuannya supaya mahasiswa, mereka memang mahasiswa FTI bidangnya di Teknologi Informasi tapi juga ingin memberikan skill bahasa, khususnya Bahasa Inggris karena itu bahasa internasional. Juga dalam beberapa bidang terkait Teknologi Informasi itu kebanyakan, kaya komputer itu pakai pengantarnya Bahasa Inggris. Jadi perlu juga bagi mereka juga untuk belajar dan menguasai Bahasa Inggris. A : Apakah mata kuliah lain di FTI juga menggunakan materi yang berbahasa Inggris? B : Setahu saya Bahasa Inggris itu ada dari Bahasa Inggris Dasar kemudian Bahasa Inggris Profesi satu sampai lima. Kalau mungkin untuk mata kuliah yang lain terkait bahasa-bahasa yang digunakan di komputer atau misal mereka cari sumber jurnal seperti itu ya pasti ada Bahasa Inggris itu. A : Apakah kelas BIP bertujuan membantu mahasiswa memahami mata kuliah tersebut? B : Iya, ada tujuannya supaya mereka memahami. terutama untuk istilah-istilah ini ya terkait Teknologi Informasi A : Apakah di FTI ada tes TOEFL? B : Ada, itu dibahas nanti di BIP 5. A : Apakah mata kuliah ini juga bertujuan untuk mempersiapkan mahasiswa mengikuti tes TOEFL? B : Tujuannya yang BIP 5 iya, jadi di setiap mata kuliah Bahasa Inggris itu ada tujuannya. Yang Bahasa Inggris dasar dan Bahasa Inggris Profesi 1 itu lebih ke basic of English jadi grammar, tenses dasar, seperti itu.Kemudian yang BIP 2 itu khusus speaking jadi lebih ke materi speaking. Kemudian BIP 3 itu listening. Dan BIP 4 lebih ke reading and writing.Jadi yang writing difokuskan lebih ke untuk skripsi mereka.Jadi ya ada yang soal abstract, summary, kemudian mengutip jurnal, seperti itu.Baru BIP 5 nya TOEFL.Skripsinya pakai Bahasa Indonesia tapi boleh kalau mau pakai Bahasa Inggris. A : Apakah yang diajarkan di mata kuliah ini diperlukan untuk mempersiapkan mahasiswa mengikuti tes pekerjaan? B : Mengikuti tes pekerjaan, kami ada materi soal itu, tapi di BIP 1 ya, itu soal membuat CV juga application letter, semacam surat lamaran kerja. Dan itu nanti digunakan juga di BIP 2, karena di BIP 2 di kelas speaking itu ada job interview. Jadi mereka pakai CV dan surat lamaran yang dibuat di BIP 1, buat yang baru boleh tapi trus prakteknya di speaking interview, jadi pura-pura wawancara kerja, terus dosennya jadi interviewer, mereka interviewee-nya. A : Apakah yang diajarkan di mata kuliah ini digunakan untuk pekerjaan mereka di masa mendatang?
28
B : Kalau buat mereka kerja tergantung ya mereka kerjanya di mana. Tapi istilahnya gini, kalau mereka bisa Bahasa Inggris pasti plus point gitu buat mereka.Skill yang terutama juga prioritas di depan. A : Bagaimana mahasiswa dalam menyikapi kelas BIP4 ini? B : Rata-rata antusias sih. Aku liat ya mereka antusias. A : Apa konsep Anda tentang proses belajar-mengajar? B : Konsep tentang belajar-mengajar, kalau aku yang jelas bukan teacher-centered. Jadi mereka juga harus terlibat aktif dalam proses belajar-mengajar itu. Jadi mereka tidak hanya diam, pasif terus juga tidak ngomong apa-apa, tapi mereka juga harus tanya-tanya atau terlibat dalam proses. Jadi both way. Kadang aku jelasin dulu kasih materi kemudian ada giliran mereka misalnya ngerjain soal, diskusi, dibahas after class, discussion, presentasi. A : Menurut Anda, metode pengajaran (teaching method) apa yang menarik? B : Yang menarik students itu in my opinion they like competition. Jadi competition bisa ya nggak terlalu sering juga cuma bagaimana kita menggunakan materi itu dengan metode yang fun gitu ya.Jadi yang competition itu mereka suka, jadi dibagi group trus mengerjakan sesuatu gitu terus cepet-cepetan gitu misalnya.Pokoknya mereka suka yang competitive itu.Yang fun and competitive. Suka juga ya soalnya kan jadi fun juga jadi kayanya atmosfir di kelas terbangun gitu. A : Menurut Anda, metode pengajaran apa yang membosankan? B : Yang membosankan jelas yang teacher-centered. Jadi cuma dosennya ngomong nggak peduli mahasiswanya merhatiin atau nggak mereka ngomong mau tidur atau apa nggak peduli, cuma dosennya ngomong. Kalau dosennya cuma ngomong terus itu kan membosankan. A : Kalau pendapat Anda, metode pengajaran yang mana yang efektif untuk mahasiswa FTI? Mengapa? B : Yang efektif tentunya yang sesuai dengan materi. Jadi sesuai dengan materi yang diberikan terus latihan soal terus supaya mereka juga aktif dan proaktif.Tugas-tugas dan presentasi juga. A : Bagaimana dosen-dosen pengajar menyikapi mata kuliah ini? B : Ada beberapa yang tidak tertarik karena mereka pikir terlalu susah ya ngajarin reading dan writing. Apalagi kebanyakan mahasiswa juga kalau ditanya mereka tidak terlalu suka membaca, tidak terlalu suka menulis. A : Bagaimana dosen-dosen mempersiapkan mata kuliah ini? B : Biasanya ada silabus juga materi gitu ya. Kalau need analysis itu lebih ke students-nya ya? Kayaknya nggak jadi lebih ditentukan dari fakultas, mereka sudah plot berapa sks dan itu dibagi jadi berapa mata kuliah trus diambil pada semester ini. A : Sumber materi/buku apa yang digunakan di mata kuliah BIP4? B : Ada handout yang dibuat oleh tim pengajar sumbernya adalah dari, tidak dicantumkan di sini, cuma ditulis taken from copyrighted sources, they don’t mention. Ya compilation.Dari
29
A B
A
A B
A B A B
A B
A
FTI sendiri.Tiap mata kuliah ada koordinatornya, jadi koordinatornya yang mempersiapkan untuk semua teachers. : Apakah dalam proses belajar-mengajar mata kuliah ini menggunakan alat bantu pengajaran (AVA) (misalnya proyektor/slide show)? : AVA, ya mostly power point. Karena kadang lebih mudah dibaca atau sambil ngetik aja gitu daripada harus nulis di white board. Kalau ada slide, ya materi yang pakai slide itu kan lebih attractive kalau pakai AVA. : Apakah mata kuliah ini menyediakan kesempatan untuk praktek di luar kelas? Praktek di luar kelas, kalau ada tugas seperti itu terus class discussion out of class. Jadi diskusi terus kadang mereka juga biar nggak bosen aja keluar kelas seperti itu.Mungkin itu di BIP 2 ya yang speaking itu ada.Tapi kalau BIP 4 karena fokusnya itu lebih ke readingsamawriting jadi kurang praktek. : Apa pendapat/ tanggapan mahasiswa terhadap Bahasa Inggris? : Some of them think that it is actually not very important. Jadi keliatan dari mereka itu males.Jadi kalau mahasiswa FTI mereka nggak bisa diajak disiplin ya. Jadi misalnya kelas jam 3, mereka datangnya jam setengah 4. Diajak on time itu susah. Trus mereka harus bawa handout satu orang satu setiap meeting dibawa itu juga susah. Kebanyakan waktu pas meeting-nya nggak bawa. Jadi harus apa ya, harus di push gitu. Harus ada sanksi yang tegas. Biasanya sih aku kasih waktu supaya mereka fotokopi materi dulu baru balik ke kelas. Nggak boleh balik ke kelas kalau nggak ada materinya. Karena mereka males gitu, I don’t know why. : Seberapa sering mahasiswa menggunakan Bahasa Inggris? : Kalau in class, because I ask them to do so, ya. Tapi kalau outside aku nggak tau.Tapi kalau misalnya dengan teman mereka kayaknya jarang ya pakai Bahasa Inggris. : Bagaimana mereka menanggapi budaya (culture) dari orang-orang yang berbahasa Inggris (native speaker)? : Belajar culture belum pernah, tapi kayaknya cukup tertarik ya, karena kayaknya beberapa juga bercita-cita bukan yang pekerjaan di Indonesia, pengen kerja di luar gitu kanat least mereka harus tau juga. Dan kadang aku kasih apa ya mungkin penjelasan atau sekilas cerita tentang culture biar mereka juga tahu at least gimana disini gimana disana, bedanya apa. : Kalau pendapat Anda mengenai suasana kelas di BIP 4 bagaimana? : Khususnya yang di kelas BIP saya itu di GX 102 kondisi kelasnya itu kebanyakan, atau di satu sisi itu jendela yang langsung ke dunia luar, jadi sangat ramai. Terutama kalau kelaskelas di sebelah itu sudah bubar dan anak-anaknya pada keluar jadi pada saat itu saya selalu bilang di luar sudah ramai, kalau kalian juga ramai hancur, pasar. Ya memang ada saat-saat tertentu yang susah untuk saling mendengarkan secara efektif. Kadang-kadang mereka ramai juga.Nggak disuruh ramai atau bukan class discussion tapi juga ramai sendiri.Trus ya harus sering-sering diingatkan gitu. : Menurut pendapat Anda, keterampilan (skill) apa saja yang dibutuhkan oleh mahasiswa untuk membantu perkuliahan mereka di FTI? 30
B : Untuk support kuliah skill Yang pasti tentang ini ya qualification-nya di related to mereka ambilnya apa TI gitu kan Ti. Kalau SI lebih yang system programming. Lebih ke major-nya apa aku kurang tau juga tapi yang jelas kalau skilllanguage nya jelas skill Bahasa Inggris. Ya harus. Sama yang lain apa ya? Math maybe?Speaking-nya iya harus karena kalau mereka berinteraksi dengan orang lain misalnya, listening juga kalau nggak ngerti orangnya ngomong apa nggak nyambung nanti. Writing and reading juga, reading itu kan inputnya, writing itu juga harus semuanya. Reading nya ada beberapa teks bacaan yang related jelas topiknya soal IT dan biasanya after areading itu ada questions-nya.Questions-nya ada yang open question, true-false, matching, pokoknya topiknya tentang IT.Kemudian writing-nya abstract jadi untuk skripsi mereka trus ada summarizing, synthesis, terus paraphrasing juga. Jadi bagaimana mereka kalau mengutip quote dari sumber jurnal atau buku untuk skripsi mereka untuk bab dua gitu ya landasan teorinya supaya tidak direct quote jadi diparaphrase atau synthesis sesuai kebutuhan. Itu writing-nya.Yang paling digunakan sih yang abstract-nya ya karena mereka menulis yang Bahasa Inggris. Kalau yang synthesis terus paraphrasing-nya itu memang materinya kan Bahasa Inggris. Soalnya most of them are going to write their thesis in Indonesia, gitu. Jadi mungkin prakteknya jadi kurang karena tidak digunakan yang itu, yang paraphrase and yang synthesis in English. Tapi yang abstract ya digunakan. Abstract dan references bagaimana menulis daftar pustaka. Itu kan dipakai juga sama.
31
