Erna Sempro
Erna Sempro
Erna Sempro
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
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B. Formulation of the problems
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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
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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)
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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
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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:
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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
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
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RESEARCH METHOD
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Research Procedures
Front-end Analysis DE
Learner Analysis FI
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
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Technique of Data Analysis
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