CHAPTER 1

INTRODUCTION

A. Background

Several years ago, ESP teaching in Russia was characterized by the structural

approach. From year to year, different students with the same or similar majors had to

use exactly the same textbooks and syllabuses. But all students are different and with

the rapid development of the world, changes in students’ needs and interests are

inevitable. This shift should serve the learners' interests and needs.

The problems of conceptualization and organization of instruction content are

referred to basic issues in both native and foreign language teaching methodology.

The process of conceptualizing content is the process of figuring out which aspects of

language and language learning are chosen and integrated in the course. In a broader

sense the content includes language functions and notions, topics, communicative

situations, language skills, tasks, competencies, learning strategies and culture issues.

Though some literature is available on methodology of formulating content in

designing general English courses, no work has been done on categorizing content for

teaching such a specific group of learners as scientific workers. So the aim of this

paper is to describe the process of conceptualizing and the content in designing an

“English for specific Purposes course”. The results of this study can be useful to

university English language teachers.

B. Formulation of the Problems

Based on the background above, the writer formulate the problem as follow:

1. What is the meaning of conceptualizing the content of the English for specific

purposes?

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2. What are its goal, objective, and their relationship?

3. What are the ways to formulate goal and objective?

C. Aims of the Paper

According with the formulation of the problem above, the paper is compiled in

order to determine:

1. To know what conceptualizing the content is.

2. To recognize the goal, objective and their relationship.

3. To know the ways to formulate the goal and objective.

D. Uses of the Paper

1. Theoretical uses

The theoretical uses of the paper to enlarge the knowledge and insight

of the writer and it's also expected to support the academic development,

especially in English education department.

2. Practical Uses

a. To the teacher/ student

To provide valuable information both the teacher and the student. In

order that they can concept the students necessary.

b. To the readers

To give the new information and enrich the readers' knowledge.

E. Procedure of the Paper

The paper is compiled by using qualitative approach. The method used is non-

interactive descriptive method, text analyses model by data collection through

literature study method. We look for and collect the data or text from some references

for supporting the arguments in this paper.

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CHAPTER II

DISCUSSION

A. Definition of conceptualizing the content

A.1. The process of conceptualizing is a multifaceted one which involves :

thinking about what your students to learn , given who they are, their needs,

and the purpose of the course

making decisions about what to include and emphasize.

organizing the content in a way that will help you to see the relationship

among various elements so that you can make decisions about objectives,

materials, sequence and evaluation.

The product of conceptualizing content is a kind of syllabus in that it delineates

what you will teach. The form it takes: mind map, list, flow chart. conceptualizing

content involves answering the questions :

1. What do I want my students to learn in this course, given who they are, their

needs, and their purpose of the course?

2. What are the resources that can help me narrow my teaching process?

3. How can I organize these options into a working plan or syllabus?

4. What are the relationship among the options I have selected?

Conceptualizing the content is not a context-free process. When taking into

account information about the students, goals, and objectives, teachers need to

determine which aspects of ESP learning will be included, emphasized, integrated,

and used as a core of the course to address students' needs and expectations. There

may be different ways of conceptualizing the content. Teachers can focus on

developing "basic skills", communicative competence, intercultural competence,

vocabulary awareness, etc through many ways such as mind maping, flow charts, or

diagrams.

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A.2. Categories for conceptualizing the content.

Example : Focus on language

 Focu s on

Learning and the Learner

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Focus on Social Context

Based on the categories of the conceptualizing the content above, it means

when we decide what to include in your syllabus, one component will, by its nature,

include other components. For example you cannot focus on speaking without

including listening because both of them are interrelated. Some of categories are, in

effects, combinations for other. For example, competencies are a combination of

situations, functions, and linguistic skills. It means when you think about the content

of the course, you can think about what will students learn and how they learn it.

A.3 Constructing a mind map.

Each of the mind maps we have seen is different, not only because of the

difference in the course being taught, but because of the difference in the way in the

individual teacher conceives and portrays it. Te first step in drawing a mind map

involves brainstorming everything you want to include in the course, rather than a list

form. For an example:

Iris mind map

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Denise maksail’s mind map for high school Spanish 3

Chris conley’s flow chart

Chris conley’s diagrams give a sense of how he tried to resolve the dilemma

between using of John kongsvik, and Iris Brousy have each articulated in different

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ways in this chapter: how to be prepared prior to teaching students. Each of teacher’s

processes and results in conceptualizing content that are described in this chapter are

different, both because of the uniqueness context, who the students are, and who the

teacher is. Mind mapping is not a way that works for everyone. You should find

another way to solve what will you teach to your students.

One of the goals of this course, for instance, is to achieve intercultural

communicative competence. Students are developing language skills, but it is

accomplished through the integration of the sociocultural component into the

teaching various elements of the language. It should also become clear that even

though separated in structural charts, all skills and aspects of the language are

interwoven in the real communication. Therefore, they should be treated, taught, and

tested as one inseparable unit.

B. Goal, Objective and Their Relationship

B.1. Goals

Goals are way of putting into word the main purposes and intended out comes from your

course. If we use the analogy of journey, the destination is the goal ; the journey is the course.

The objectives are the different points you pass through on the journey to the destination. In

most cases, the destination is composed of multiple goals which the course help to weave

together. Sometimes, teacher and students reach unexpected places .When you do veer “off

course,’ it may be because you need to adjust your course for a more suitable destination for

your students and so you must redefine and refine your goals. On the other hand, goals can

help you stay on course. Both as you design the course and as you teach it.

Stating your goals helps to bring into focus your visions and priorities for the course.

They are general statements, but they are not vague. For the example, the goal “the students

will improve their writing” is vague. In contra, ”By the end of the course students will have

become more aware of their writing in general and be able to identify the specific areas in

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which improvement is needed” while general, is not vague. It also suggests that there will be

other goals which give more information about the ways in which students will improve their

Writing.J.D.Brown proposes that goals are “what he students should be able to do when they

leave the program”.

B.2. Objective

Objectives are the statements about how the goals will be achieved. By achieving the

objectives, the goal will be reached. For this reason the objective must relate to the goal. For

example, one teacher stated one goal as, “Students will be able to interact comfortably with

each other in English.” One of the objectives he listed under that goal was for students to

learn to tell stories. There is nothing wrong with students learning to tell stories but telling

stories generally does not require interaction, and so for this teacher’s goal, learning to tell

stories was not the most appropriate objective.

B.3. The relationship between goals and objectives

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Goals and objectives are important aspects before constructing a course. Goals are

our choice in general way, while the objectives make our goal more specific. Teacher has to

choose what are the goals of course and what are the objectives. It will make us able to

determine, what we have to include in course including the material, methods and procedure

of learning strategies. In this case, our team tried to find our  goal. It can be read in the table.

Comparison of Goals and Objectives

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Goals are: Objectives are:

Broad, generalized statements

about what is to be learned

Narrow, specific statements about what is

to be learned

General intentions Precise intentions

Intangible Tangible

Abstract Concrete

Cannot be validated Can be validated or measured

Long term Short term

Defined before analysis Written after analysis

Written before objectives Prepared before instruction is designed

Goals should be written from the

instructor’s point of view

Objectives should be written from the

student’s point of view

Comparison of goals and objectives.

C. Ways to Formulate Goal and Objective

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Instructional goals and objectives are the heart of instruction. When well

written, goals and objectives will help identify course content, structure the lecture

and guide the selection of meaningful and relevant activities and assessments. In

addition, stating clear instructional goals and objectives help students understand

what they should learn and exactly what to do to achieve them.

After performing needs assessment and learner analysis, the goal and

objectives of the instructional unit must be established. Normally the instructional

objectives and the task analysis are completed simultaneously. The following are

several reasons for developing objectives (Hannafin & Peck, 1988):

1. Objectives guide the development of the lesson.

2. Objectives help potential users determine lesson appropriateness.

3. Objectives allot the learner to focus on important learning tasks.

4. Objectives define the evaluation of learner performance.

5. Objectives can be used to evaluate the success of the lesson.

C.1. Establishing the Instructional Goal

Begin by writing an overall instructional goal for the instructional unit. Tell the

overall purpose of instruction. Describe the problem/need to be addressed and how it will be

accomplished through instruction, what components will be covered, and/or what the learner

will be able to perform.

Generally, when writing instructional goals, consider the following:

1. Every instructional goal should represent an intended learning outcome.

2. Each instructional goal should begin with a verb that is general enough to cover

a domain of student performance.

3. Each instructional goal should be limited to one general learning outcome.

4. Instructional goals should be free of specific subject matter or content.

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5. Instructional goals are further defined by a set of specific, representative

learning outcomes.

C.2. Instructional Objectives

By writing sound instructional objectives (also known as teaching points),

designers know what the lesson must achieve, developers know what to build, and

evaluators can determine whether or not the lesson was successful. Well-written

objectives should contain the following elements:

C.2.1 Writing Performance Objectives

Instructional objectives should specify four main things:

Audience Who is the learner? (Focus on the individual learner.)

Behavior What specific observable, measurable behavior will be

performed?

Condition Under what specific conditions will the behavior will be

performed?

Degree What percentage/degree of accuracy will the behavior be

performed? (Sometimes by the nature of the task this is self-

evident.)

In general, ensure that the objectives specify observable behaviors. State what

the learner will do to demonstrate learning, not what the instructor will do to provide

the instruction.

When describing behavior in objectives, avoid the use of verbs such as:

understand, know, appreciate, believe, feel. Instead, use verbs such as: adjust,

assemble, build, calculate, categorize, choose, circle, count, demonstrate, describe,

discuss, explain, identify, label, list, match, operate, provide, sort, state, summarize,

write.

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Example:

Given a one page document to edit that uses three different acronyms, the 8 th grade

student will demonstrate the proper use of acronyms by spelling out the acronyms the

first time they are used in a technical document with 100% accuracy.

Who is the audience? the 8th grade student

What is the behavior? will demonstrate the proper use of

acronyms by spelling out the acronyms

the first time they are used in a technical

document

What is the condition? Given a one page document to edit that

uses three different acronyms.

What is the degree of

acceptable performance?

with 100% accuracy

Typical Problems Encountered When Writing Objectives

Problem Error Type Solution

Too

vast/complex

The objective is too broad in

scope or is actually more than

one objective.

Simplify/break apart.

False/missing

behavior,

condition, or

degree

The objective does not list

the correct behavior,

condition, and/or degree, or

they are missing.

Be more specific,

make sure the

behavior, condition,

and degree is included.

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Only topics

listed

Describes instruction, not

conditions. That is, the

instructor may list the topic

but not how he or she expects

the students to use the

information

Simplify, include

ONLY ABCDs.

False

performance

No true overt, observable

performance listed.

Describe what

behavior you must

observe.

C.2.2 Level of performance objective

According to Bloom (1956), cognitive tasks are classified into six different

levels. These levels are hierarchical: achievement of higher level objectives presumes

achievement at lower levels. While most instruction (including computer-based

instruction) tends to focus on attainment of lower-level objectives, important

behaviors are usually described by higher-level objectives. Information acquired for

its own sake is seldom important; information becomes important when it is

understood and applied. After you complete the list of objectives for an instructional

unit, examine each objective to determine its position on the hierarchy. For each

knowledge and comprehension level objective, attempt to write a higher level

objective (if it is a terminal objective), unless the objective provides prerequisite

skills/information for an upcoming lesson (enabling objective).

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1. Knowledge is defined as remembering of previously learned material. This

may involve the recall of a wide range of material, from specific facts to complete

theories, but all that is required is the bringing to mind of the appropriate information.

Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Example : know the distance between Earth and the Moon, recite a poetry.

2. Comprehension is defined as the ability to grasp the meaning of material.

This may be shown by translating material from one form to another (words to

numbers), by interpreting material (explaining or summarizing), and by estimating

future trends (predicting consequences or effects). These learning outcomes go one

step beyond the simple remembering of material, and represent the lowest level of

understanding.

Example: explain in own words about quantum theory, estimates how much ingredients is

needed.

3. Application refers to the ability to use learned material in new and concrete

situations. This may include the application of such things as rules, methods,

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Bloom’s taxonomy of cognitive domain

concepts, principles, laws, and theories. Learning outcomes in this area require a

higher level of understanding than those under comprehension.

Example: able to count changes after buying something in grocery store, able to make your

own spreadsheet.

4. Analysis refers to the ability to break down material into its component parts

so that its organizational structure may be understood. This may include the

identification of the parts, analysis of the relationships between parts, and recognition

of the organizational principles involved. Learning outcomes here represent a higher

intellectual level than comprehension and application because they require an

understanding of both the content and the structural form of the material.

Example: find grammatical faults in these sentences, outline the process of making tofu.

5. Synthesis refers to the ability to put parts together to form a new whole. This

may involve the production of a unique communication (theme or speech), a plan of

operations (research proposal), or a set of abstract relations (scheme for classifying

information). Learning outcomes in this area stress creative behaviors, with major

emphasis on the formulation of new patterns or structures.

Example: write a manual of how to escape when there is an earthquake, compose a poetry.

6. Evaluation is concerned with the ability to judge the value of material

(statement, novel, poem, research report) for a given purpose. The judgement are to

be based on definite criteria. These may be internal criteria (organization) or external

criteria (relevance to the purpose) and the student may determine the criteria or be

given them. Learning outcomes in this area are highest in the cognitive hierarchy

because they contain elements of all the other categories, plus conscious value

judgements based on clearly defined criteria. Example: compare the theory of Adam

Smith and Keynes, defends the theory of evolution.

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There are five levels in the affective domain moving through the lowest order

processes to the highest:

1. Receiving: the lowest level; the student passively pays attention. Without this

level no learning can occur. Receiving is about the student's memory and recognition

as well.

2. Responding: the student actively participates in the learning process, not only

attends to a stimulus; the student also reacts in some way.

3. Valuing: the student attaches a value to an object, phenomenon, or piece of

information.

4. Organizing: the student can put together different values, information, and

ideas and accommodate them within his/her own schema; comparing, relating and

elaborating on what has been learned.

5. Characterizing: the student holds a particular value or belief that now exerts

influence on his/her behaviour so that it becomes a characteristic.17

CHAPTER III

CONCLUDING

A. CONCLUSSION

Conceptualizing the content is one of the aspects which is important in

develop a course because teachers need to determine which aspects of ESP learning

will be included, emphasize, integrated, and used as a core of the course to address

students’ needs and expectations. There may be different ways of conceptualizing the

content. Teachers can focus on developing basic skills, communicative competence,

intercultural competence, vocabulary awareness, etc.

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