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? 1

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 noninteractive 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.

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, 3

vocabulary awareness, etc through many ways such as mind maping, flow charts, or diagrams. A.2. Categories for conceptualizing the content. Example : Focus on language Focu s on

Learning and the Learner

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

Denise maksails mind map for high school Spanish 3

Chris conleys flow chart

Chris conleys 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 ways in this chapter: how to be prepared prior to teaching students. Each of teachers 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 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 teachers goal, learning to tell stories was not the most appropriate objective.

B.3. The relationship between goals and objectives 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 Goals are: Objectives are: Broad, generalized statements Narrow, specific statements about what is about what is to be learned General intentions Intangible Abstract Cannot be validated Long term Defined before analysis Written before objectives Goals should be written from the instructors point of view Comparison of goals and objectives. to be learned Precise intentions Tangible Concrete Can be validated or measured Short term Written after analysis Prepared before instruction is designed Objectives should be written from the students point of view

C.

Ways to Formulate Goal and Objective Instructional goals and objectives are the heart of instruction. When well

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

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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. 2. Every instructional goal should represent an intended learning outcome. Each instructional goal should begin with a verb that is general enough to cover

a domain of student performance. 3. 4. 5. Each instructional goal should be limited to one general learning outcome. Instructional goals should be free of specific subject matter or content. Instructional goals are further defined by a set of specific, representative

learning outcomes. C.2. Instructional Objectives 11

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 Behavior Who is the learner? (Focus on the individual learner.) 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 selfevident.) 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. 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 12

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 with 100% accuracy acceptable performance?

Typical Problems Encountered When Writing Objectives Problem Too vast/complex Error Type The objective is too broad in scope or is actually more than Simplify/break apart. one objective. correct behavior, condition, sure missing. Describes conditions. Only listed instruction, That is, not the include the behavior, Solution

False/missing The objective does not list the Be more specific, make behavior, degree condition, or and/or degree, or they are condition, and degree is included.

topics instructor may list the topic Simplify, but not how he or she expects ONLY ABCDs. the students to use the information

False

No true overt, observable Describe 13

what

performance performance listed.

behavior observe.

you

must

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).

Blooms taxonomy of cognitive domain

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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, 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.

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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.

There are five levels in the affective domain moving through the lowest order processes to the highest:

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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.

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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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