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MERANCANG SILABUS UNTUK BAHASA INGGRIS III SEBAGAI MATA

KULIAH PILIHAN BAGI MAHASISWA KOMPUTER DAN TEKNOLOGI

THE SYLLABUS DESIGN OF ENGLISH III AS OPTIONAL SUBJECT FOR


COMPUTER AND TECHNOLOGY STUDENTS

Maria Leonorna Suparti, M. L. Manda, Noer Jihad Saleh.


ELS, Hasanuddin University, Makassar, South Sulawesi, Indonesia.

Correspondent:
STMIK Dipanegara Makassar
Jln. Perintis Kemerdekaan Km.10 Makassar South Sulawesi,Indonesia
SMA Katolik Sto. Dominicus.Jln S, Kelara Lr. 96A Makassar
Lsmaria89@gmail.com
Mobile number: 081242161836

Abstract
This research is for computer and technology needs for their English III as optional subject and how the syllabus
should be designed to.Thus, the purpose of this research was to find out the students needs of computer and
technology for their English III and to design the syllabus of English for computer and technology as optional
subject. This research was descriptive qualitative but the data were interpreted quantitatively. The findings based on
the data analyzed are that the respondents have very basic, basic and lower intermediate level, but they have a very
high motivsation because they study in that institution based on their own choice, they prefer to have small group
and pairs work for the classactivity, the most of the respondents claimed that they need English to have
communicative competence,thus they expect to be developed in speaking and writing skills to support them in getting
a better job.This research used the combination of three approaches,language-centered approach;skills-centered
approach and learning-centered approach to syllabus design.The concept of these approaches to cover the three
focuses of Hutchinson and Waters.Thus, the syllabus has been designed based on the studentsneeds by using the
three of the approaches.The findings of this research becomes the main consideration for having English III as
optional subject in the coming semester if the institution and the lecturer could apply the suggested syllabus.

ABSTRAK
Penelitian ini bertujuan untuk mendapatkan informasi kebutuhan bahasa Inggris III untuk mahasiswa komputer dan
teknologi dan juga untuk merancang silabus yang berdasarkan kebutuhan mahasiswa tersebut. Penelitian ini adalah
penelitian deskritif kwalitatif tetapi data yang diperoleh diolah secara kwantitatif. Penemuan yang didasarkan pada
olah data mendapatkan hasil bahwa para mahasiswa memiliki kemampuan yang tingkat rendah, dasar dan menengah,
tetapi para mahasiswa tersebut memiliki motivasi yang tinggi dalam belajar karena mereka kuliah di lembaga
pendidikan ini atas pilihan utama mereka sendiri, para mahasiswa lebih suka dengan bekerja berpasangan dan
berkempok kecil dalam belajar di kelas, sebagaian besar dari para responden atau para mahasiswa menyatakan
bahwa mereka mengharapkan dikembangkannya keterampilan bertutur dan menulis untuk mendukungnya dalam
memperoleh pekerjaan yang lebih baik. Penelitian ini menerapkan tiga (3) kombinasi pendekatan pembelajaran,
yaitu pendekatan berbasis bahasa, pendekatan berbasis keterampilan dan pendekatan berbasis pembelajaran merujuk
pada rancangan silabus. Konsep dari penerapan ketiga pendekatan mencangkup keseluruhan pokok bahasan dari
teori-teori dari Hutchinson dan Waters. Jadi, rancangan silabus yang sudah disusun berdasarkan kebutuhan
mahasiswa telah menggunakan ketiga pendekatan tersebut. Penemuan dalam penelitian ini menjadi pertimbangan
utama untuk pangajaran bahasa Inggris III sebagai mata kuliah pilihan untuk semester berikutnya apabila lembaga
pendidikan dan para dosennya bersedia menerapkan silabus yang disarankan.
Key words: studentsneeds, analysis, English, communicative competence,

INTRODUCTION
As we know, in Indonesia, English is a foreign language and it is a compulsory subject
for junior high schools and senior high schools. But, now, it is being taught from elementary
schools until university. In elementary schools, English is as local content of that school. While
in university, English is general essential subject, as we call it in Indonesian Mata Kuliah Dasar
Umum (MKDU).
The expansion of English as worlds written information of technology and computer
and English is international language make the need of English is more important. And the
expasion of teaching and learning English does not limit in General English(GE) only, but also
in English for Specific Purposes (ESP)(Wello and Nur:2004).English is compulsory subject in
junior high schools and senior high schools, right now on, English also compulsory subject for
university level, as general essential subject.In Indonesian, it is called Mata Kuliah Dasar Umum
(MKDU)
Richard(2001) stated that needs analysis has a vital role in the process of designing and
carrying out any language course, whether it is ESP or GE course and its centrality has been
acknowledged by several scholars and authors.The aim of this research is to find out the
studentsneeds of computer science the to desing of the syllabus its self.

METHOD
Location and Research Design
This research is conducted at Sekolah Tinggi Manajemen Informatika dan Komputer
(STMIK) Dipanegara Makassar that lies on Jln. Perintis Kemerdekaan KM 10 Makassar. The
researcher chose this institution as location of the research based on several reasons : 1. this
institution has not conducted needs analysis in the previous designing syllabus yet; 2. This
institution has autonomy in designing of curriculum, such as other institutions. 3. the exist of the
syllabus is not fulfill the studentsneeds,it is just in GE not ESP . This research is descriptive
qualitative research. Arikunto(2006) stated that descriptive research is conducted to gather
information about the status of phenomenon, which is the real conditon that happened
naturally.Moreover she said that descriptive research is not conducted to check out of the
reliability of a hypothesis,but only describe the condition that would be found in the area of the
research.

Richard stated that target population in needs analysis refers to people from whom
information will be gathered. In language programs, the target population is the learners who
have potential in their academic studies.However, other participants can be involved in needs
analysis. For instance, lecturer/teacher, former students, stake holder and employer as long as
they can provide the useful information that related to needs analysis. There are four categories
of population who are involved in this research: target group, audience, the need analyst and
resourse group (Brown 2005)
Population and Sample
The population is the students of STMIK Dipanegara in academic year 2012-2013,there
are 1.027 students. To limit the time and cost, the researcher limited the sample by using 20% of
population as the method suggested by Gay L.R..(1981) It has been decided the number of
sample, the researcher used random class sampling.
Method of Data Collection
Instrument and

procedures of data collection concerning of the studentsneed and

material evaluation, the researcher used the instrument proposed by Richard and Gravatt,
Richards, and Lewis(1997). Arikunto(2009) stated that the instrument of data collection is a
system that will help a researcher of conducting research in collecting data in order the process
of collecting data systematically. Data collection procedures are devided into three steps:first is
prepared and piloted the questionnaires,then distributed it to the respondents, second is the
researcher collected and analyzed the data, third is as last step,after data were processed and the
finding in hands, the researcher created a syllabus that based on the respondentsneeds
The Technique of Data Analysis
This research is descriptive qualitative, but the data collected were interpreted
quantitativly,thus, the researcher had to use percentage system and rating scale as the technique
of data analysis of this research. Situmorang(2004) stated that this rating scale allows the
researcher to sort the respondentslevel of the lowest to the level of highest based on the certain
atributes. This scale is used to measure attitudes,opinions and perception of the respondents.

FINDING
Table 2 is the reason why the material is not fit to the studentsneeds. It must be the main
consideration that the learners need the better material in English III. Table 3 is the

respondentsresponse for the ability of their English. They have difficulties in almost of all skills.
It indicates that they have limited English proficiency. The teacher should give more attention in
this case.. Table 4. The respondents claimed that they are very difficult in Speaking skill and
writing skill. The respondents expect that they are given material that could improve in speaking
and writing skills. Based on table 5, it shows us that the respondents have very high
motivation,The lasttable in this article stated that their opinion of ESP subject is very important
subject.
Based on the table 2, twenty seven (27) out of 88 students that answerno stated that
they were notsatisfied to English subject because of boring materials, fifty one (51) stated that
because of the material is not fit to the need, just two (2) of them claimed that no variety of
material/teaching,the last respondents. Eight(8) they have no reason.
The next table 3 is about the studentsweakness of English skills:how often do you have
difficulty in these skills? Based on the table 3, the four (4) of skills,generally, the respondents
stated that it is difficult. There are about a one-third percent (1/3%) of the respondents who
claimed that the four skills are very difficult. It needs to be paid attention that it can be stated that
they have just a very limited English proficiency.
The next case is about the studentslevel of English, it can be seen that fourteen (14) out
of respondents are very basic, thirty five are basic, seventeen (17) out of respondents lower
intermediate, three (3) of respondents stated that they have advance level, the last is that thirty
nine (39) out of respondents are unknown level. This respondents can be said that they are
included in basic level,it is based on the small discussion to the lecturers directly. The

next

is

discussion about learning situation analysis, it reveals to involve personal analysis,it related to
the reason for being the students of this institution,their expectation of learning thelanguage.
According to your opinion, what is your reason to study in this departement ?
The next, it can be said that the most of the respondents, fifty three(53) out of the
respondents stated that they have their own choice or main choice,thirty two(32) out of
respondents is to get a better job,it means that they have a good reason to study hard. Twelve(12)
respondents are because of their parentssuggestion, then it is just six(6) respondents who have
no other choice.It indicates that they have the best reason.

how do you like if your material of English focus on computer science (ESP)?
Most of the respondents sixty (60) or 58% claimed that study English refers to ESP
subject is very important,fourty two (42) or 41% claimed that it is important. This condition is
supported by stake holders three*3( or 100$ that they also claimed that it is very important,
another choice ic supported by the graduated that ststed it is important.
DISCUSSION
This research found that the studentsneeds of English are to be able to communicative
and to write material of computer to support their future. Thus, the last one is desinged the
syllabus based on the studentsneeds. The different of this research to another one is Hasanuddin
(1995) is to find the similarity and the different of the English sound and Gorontalonese.And
Kaimuddin (2009) is to find out the role of English for Vocacional Schools,not to design the
syllabus.
This discussing is to analyze the present situation,the learning situation, and the target
situation of the respondents. The present situation, it reveals to the response of the questionnaires
which related to the studentspresent situation before taking the course, English III as optional
subject.Dudley-Evan and St.John stated that present situation analysis estimates strengths and
weakness in language learning skills and experiences. This part is about the studentsperception
toward English I and English II materials, on their weakness of English skills and their English
level, the table is as follow: Are your English materials ( I&II) that you have studied suitable to
your need? Based on the table, fifteen (15) out of 103 respondents claimed that they meet their
needs, but eigthy eight (88) out of 103 respondents claimed that they dont meet their needs.This
response needs to be considered that English material should meet the needs. Hutchinson et al
(2007) said that the teaching of ESP is to meet the students needs.

CONCLUSION AND SUGGESTION


The conclusion based on the discusion and finding, For the students present situation
that they have very basic,basic and lower intermediate English level,they have high intrinsic
motivation because they study at STMIK Dipanegara based on their own choice, the most of the
respondents claimed that their weakness or lacks are speaking and writing skills.Then,the
studentslearning situation,they prefer to work in pairs, fifty one (51) or 50% out of the

respondents and in small group, thirty five (35) or 34% out of the respondents.These two types of
working class activity can help the students to encourage and to develop their speaking
ability.The last part of the students situation is the studentstarget situation.Based on the
discusion and finding, the most of respondents claimed that they need English to be able to
communicate in relating to computer and technology science, office activity and write material to
improve their study.
The syllabus that has been proposed by the researcher in this research is based on the
finding or the needs of the students of STMIK Dipanegara.is the integrated of several type of
syllabus that are topicall syllabus,situational syllabus and skill syllabus.The suggested syllabus is
created to help the students in English for computer science course.
Based on the discusion and finding,the researcher proposed several suggetions as
follows:- the decision maker of this institution that has had a plan to add extra ESP subject,it is
time to make it in reality, thus the students have chances to learn the subject as soon as possible.
before designing the course, the syllabus designer should identify every single aspect that is
involved in learning and teaching process to meet the studentsneeds as well as the lecturer.
although, the suggested syllabus in this research is far from being complete syllabus because it
needs to be evaluated, the suggested syllabus can be used as reference for the institution of
Dipanegara. It is based on the studentsneeds. The suggested syllabus is in the appendix.

BIBLIOGRAFI
Arikunto. S.(2006). Prosedur Penelitian,Yogyakarta, RinekaCipta
Arikunto. S (2009). Penelitian Tindakan Kelas. Jakarata. Bumi Aksara.
Brown, J.D. (2005). The Element of Language Currikulum: A Systimatic Approach to program --Development. Boston, MA: Heinie and Heinie Publishers
Brown. Charles.P.and Mullen. N.D. (2009). English for Computer Science. Oxford University
Press.(Suggested syllabus)
Dudley-Evan and St.John.(1998). Development in English for Specific Purposes.Canbrigde
University Press.
Gay.L. R (1981).Educational Research. Charles. E. Merill Publishing Co: Columbus Ohio

Gravatt. B. J. Richads and M Lewis (1997). Language Needs in Tertiory Studies.


Auckland :Occasional School PaPer Number 10. University of Auckland Institute
of Language and Learning
Hutchinson and Waters (2007) English for specific Purposes. Cambridge University Press
Hasanuddin (1995). Syllabus Design Based on Constractive Analysis : A Case Study of English
& Gorontalonese Segmental Phonemes. Thesis-Post Graduated Program
Hasanuddin University.
Kaimuddin (2009). Syllabus Design Toward The Role of English for Technic Vocational
Schools. Thesis Post Graduated Program Hasanuddin University.
Richard J.C. (2001).Curriculum Development in Language Teaching.Cambridge University
Press
Situmorang. (2010). Prosedur Analisi Data. Jakarta Bumi Aksara.
Sugiyono. (2012). MetodePenelitian Kombinasi. Alfabeta, Bandung.
Wello,M.B. and Nur. H.A .(2004). An Introduction to English for Specific Purposes.
MakassarState University Press.
-----------------2008,Task Based Syllabus: http://Langue.hyper.Chubu.ac.jp

Lampiran 1
Table 1:The student doesnt meet the need
NO ANSWER
1
2

YES
NO
TOTAL

STUDENT
GRADUATE
FREQ
%
FREQ
%
15
14,56%
4
40%
88
85,44%
6
60%
103

100%

10

100%

LECTURER
FREQ
%
0
0%
2
100%
2

100%

Table 2:Why the materials are not Suitable


NO
ANSWER
1 a.Boring material
b.The material is not fit to the
2
need
c.No variety of
3
material/teaching
4

d.No reason
TOTAL

FREQ
%
27
30.68 %
51

57.95 %

2.28 %

9.09 %

88

100%

Table 3 The studentsreason to study at computer science


NO ANSWER

STUDENT

GRADUATE

FREQ %

FREQ %

Parents'
suggestion 12
B
Main
choice
53
C
To get a
better job 32
D
No choice 6
TOTAL
103

12%

51%

31%
6%

8
2

80%
20%

100% 10

STAKE
HOLDER
FREQ %
-

100%

100% 2

100%

SUGGESTED SYLLABUS
English III for Computer and Technology Students
College/Institution

: STMIK Dipanegara Makassar

Level/Program: Strata1/ IT-IS


Semester

: 3rd

Course description:
This course is designed for fulfilling the students needs in concerning of computer and
technology area. This course engages to apply English language skills that combine in listening,
speaking, reading and writing in relating to computer and technology area. After finishing this

study, the learners are expected to be able to have communicative competence in the context of
English for computer & technology area.
Course Goal:
This English III subject is aimed to enrich students skills and to develop the learners
communicative competence to apply in a narrow range of English for basic communication in
this area.

No Topics
1

Introduction

What is a
computer

History of
computer

Characteristics

Skills

1. Reading &
understanding a text
2. Duscussing the theme
given :how to use
computer
3. Write a short
paragraph of the
function of computer
in
general & individual
1. Reading &
understanding a text
2. Grammatical
function
of present tense in
our
activity
3. Focus "word
formation"
1. Understanding &
reading text.
2. Understanding
words.

Activity

Input/ Text type

1. The contract
of
lecturing
2. Rule of class
1. Individual

-giving idea about


what the class will
be

2. Group/ pair
work
3. Writing
exercises

1. Group in
discussing
2. Orally
exercises

1. Passage/ question
2. Oral, developing
speaking skill
3. Written,
developing
writing
skill

1. Passage
2. Orally

3. Written
3. Doing
exercises
1. Individual

1. Passage/ question

2. Individual
Exercises

2. Written

Organizing
information

1. How to arrange idea


in
paragraph.
2. Write paragraph

1. Individual

1. Written,
developing
writing
skill

Computer
capabilities &
limitations.

1. Reading &
understanding text.
2. Grammatical

1. Individual

1. Passage/ question

2. Orally

2. Orally

function

Hardware &
software

Orall-mid test

exercises
3. Doing
exercises/
written
1. Reading skills.
1. Individually
2. Vocabulary study.
2. Individually
3. Duscussing the theme 3. Small group
Given: What program
you like most.

3. Written

1. Developing speaking
skills
2. Presentation

1. Oral

Written mid test

10

Kinds of
computers

Write paragraph

11

Mainframes

1. Reading &
understanding text.
2. Write short
paragraph. 3.
Discussing the theme
given: good laptop

12

13

Officer
relationship

Minicomputers

14

Microcomputers

15

1. Pre test
Oral
Written

1. Individual

1. Passage
2. Orally

2. Pair work
Doing test in
written
Looking for
information via
internet

1. Passage/ question
2. Writing

1. Individual

1. Passage/ question

2. Individual

2. Develop writing
skill
3. Oral

3. Pair work

1. Developing speaking 1. Individual/


skill
pair work
2. Presentation/
2. Small group
Discussing the theme
Given: partnerships

1. Oral

1. Reading &
1. Individual
understanding test.
2. Write short paragraph 2. Individual
3. Doing
exercises

1. Passage/ question

1. Reading &
understanding text.
2. Grammatical
function "making
comparison
1. Developing speaking
Skill, and writing

1. Individual

1. Passage/ question

1. Small group/
pair work

1. Oral and written

2. Oral

2. Written
3. Written

16

Final test
semester

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