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DEVELOPING AN ENGLISH COURSE BOOK FOR

ACCOUNTING STUDY PROGRAM BASED ON


MEANING-BASED APPROACH TO PEDAGOGICAL
GRAMMAR
Oleh:
ERNA NAWIR
Promotor:
NIM. 20326003
Prof. Dr. Jufrizal, M.Hum.
Dr. Hamzah, MA., MM

Penelaah:
Prof. Dr. Haris Effendi Thahar, M.Pd. PROGRAM STUDI S3 ILMU KEGURUAN BAHASA
Prof. Dr. Ermanto, S.Pd., M.Hum FAKULTAS BAHASA DAN SENI (FBS)
Dr. Hamzah, MA., MM
UNIVERSITAS NEGERI PADANG
CHAPTER I
INTRODUCTION

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A. Background of the problems
Surani, Kusumawati, Surani, Kusumawati, Boisandi, Alsagaf, Curriculum demand
Syafitri & Fitria & EF EPI Muhtadi, et al

- The quality of - Students of


English is as a key - TPACK
English skills of economic faculty
to succeed in instructional
Indonesian workers need to master
materials for
facing the free was still below both conventional
science, math,
market of the Singapore and
electrical course
economic and
ASEAN Malaysia - EFL, for writing Islamic economics
- Up till now t here
Economic - EF EPI showed paragraph course
Indonesia is in 74th - Training pre- is no specific
Community
position out of 100 TPACK English
(AEC) and the 4.0 service teacher to
countries assessed. instructional
era develop English
Indonesia got scores material related
instructional
453, or it is at a low conventional and
material
proficiency level Islamic economics

2018; 2019 2018; 2020 2014; 2020; 2021 2022

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B. Formulation of the problems

“What is the appropriate form of an English course


book based on meaning-based approach to
pedagogical grammar (MAP Grammar) for
accounting study program students?.”

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C. Research Questions
1. What is the curriculum need for the English course book for accounting study
program students?
2. What is the formal leadership requirement toward the English course book for
accounting study program students?
3. What is the lecturers’ expectation toward the English course book for accounting
study program students?
4. What is the student of accounting study program’s need for the English course
book?

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5. What is the first design of the English course book based on meaning-based
approach to pedagogical grammar (MAP Grammar) for accounting study
program?
6. What is the expert judgment of the first design of the English course book based
on meaning-based approach to pedagogical grammar (MAP Grammar) for
accounting study program?
7. What is the revised form of the first design the English course book based on
meaning-based approach to pedagogical grammar (MAP Grammar) for
accounting study program?
8. What is the validity, reliability, and practicality of the English course book
based on meaning-based approach to pedagogical grammar (MAP Grammar) for
accounting study program?

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D. Specification of the
Product

1. Lecturer’s English book completed with


syllabus lesson plan and key answer as well

2. Accounting students’ English


book completed with exercises
CHAPTER II
REVIEW OF RELATED
LITERATURE

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1. Constructivism
Constructivism is a theory of learning that emphasizes the active construction of
knowledge by individuals. From a contsructivist point of view, learning occurs when
individuals integrate new knowledge with existing knowledge. In this theoretical
perspective, the integration of new knowledge with existing knowledge can only occur
when the learner is actively engaged in the learning process (Elliott et al., 2000)

For effective ESP learning, construction of knowledge happens in a social content


(Duffy & Jonassen, 1991), such as classrooms and language laboratories where students
join in manipulating materials and, thus, create a community of learners who built their
knowledge together (Dewey, 1966). ESP courses aim at helping students being capable
of using a language that they will need in future professional settings.

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2. Instructional Material

Instructional materials are all items that support language learning including
course books, video, flashcards, games, website, and mobile phone
interactions which aim at informing students about target language, providing
learners with experience about language use, encouraging learners to use the
language, and helping learners to make discoveries about the language
(Tomlinson, 2016).
Thus, it can be said that instructional material is a means to get the
educational objective which can be created by experienced teachers based on
need analysis

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2. Developing Instructional Material
Graves, (2000) mentions six considerations in developing instructional
material.
1. to consider learners.
2. learning.
3. language.
4. the social context.
5. The fifth is about type of activity and task.
6. material must be authentic and varied (printed, visual, audio, etc.).

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2. Model of Instructional Material Development

Model Four-D Thiagarajan

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3. TPACK (Mishra and Koehler’s Framework)

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4. English for Specific Purposes (ESP)
Basturkmen (2006) classified two kinds of ESP:

1. EAP (English for Academic Purposes)


English is taught based on an academic context that is in accordance with
the needs and goals of students.
2. EOP (English for Occupational Purposes)
English is taught for the needs of the world of work and certain
professions.

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4. English for Specific Purposes (ESP)
Need Analysis in ESP context

1. Target Need
Necessity, lack and wants
2. Learning Need
Input, procedures, settings, the role of lecturers, and the role of
student

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4. Principles of ESP Instructional Material Development
(Hutchinson and Water, 1987)
1. 2. 5.
A good teaching material should It should help organize the It should have an important
provide a stimulus to the learner teaching and learning process by function in expanding the
preparing a learning flow that is repertoire of teaching learning
rich in variations and language practices by introducing relevant
structures that students can new techniques, and finally good
systematically learn to the material should provide a model
3. maximum extent of using language that is correct
and relevant to the learning
Materials should represent the
context.
perspective of linguistic 4.
characteristics and learning.
It represents the nature of
learning activities.

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5. Conceptual Framework


Problem: There is ineffective English
instructional material for economic students

Solution: Developing English


instructional material based on TPACK

TPACK Knowledge:
ESP: Technological
Instructional material:
Need analysis Pedagogical
The concept
Target need Content
The role Pedagogical Content
Learning need
The type Technological
The development of ESP
The development Pedagogical
based -Instructional
The model Technological
Material Content
TPACK

Define: front end, Design: Initial TPACK Develop: Validity Disseminate:


student, task and instructional material
objective analysis and Practicality Effectivity

A valid, practical and effective English


instructional material based on TPACK for
Economic students 17
CHAPTER III
RESEARCH METHOD

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RESEARCH METHOD

Research and Development (R&D)

Four-D Model of Thiagarajan (Define, Design, Develop, and Disseminate)

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Research Procedures
Front-end Analysis DE

Learner Analysis FI

Task Analysis Concept Analysis NE

Specifying Goal DE

SI
Criterion Reference Test
GN

DE

VE
Initial design
LO
Expert Appraisal (Validity Test) PE

(Va DIS
Development Testing (Practicality Test)
SE
MI
Effectiveness Test
NA

TE
Disseminate

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Instruments of Collecting Data
1. Need analysis Angket

2. Instrument Validasi Angket

3. Instrument Praktikalitas Angket

4. Instrument Efektifitas Angket

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Technique of Data Analysis

Practicality test Effectivity test


Validity test analysis
analysis analysis

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