MIDTERM TEST ASSIGMENT

CURRICULUM AND MATERIAL DEVELOPMENT

The Article of Material Development

By:

DEBI ANNISA (1808042036)

II A

ENGLISH EDUCATION DEPARTMENT

FACULTY OF POST GRADUATE PROGRAMS

UNIVERSITAS AHMAD DAHLAN

 A. INTRODUCTION

This paper will discuss about designing and developing English material. But before it
will be fine if we know the kind of English language teaching branches. There are several
branches of English language teaching, which are English as a mother tongue (EMT), English
as a second language (ESL), and English as a foreign language (EFL). In English foreign
language will divided into two branches, first is English for primary such as, for senior high
school, junior high school, and elementary school. Second is English for specific purpose (ESP)
and each kind of English language teaching have own goals and objectives. For example, In
ESP it refers to the teaching of language to a specific group that have a specific purposes. The
course of ESP usually just focus on one occupation or profession, such as English for
secretaries, English for chemical engineer, English for psychology, English for tourism,
English for medical students, English for airlines staff, etc.

Basically, ESP is taught for professional purpose, the learner are taught a set of skill
that they need in their professional career. The material of English specific course is focus in
the learners’ need in their profession. In ESP the teacher have to know the target that they want
to achieve or what the learners’ need during the learning process.

Course design is refers to kind of writing activity and as such it can usefully be studied
as a process. Course design usually begins with the understanding who your learners are,
planning the process and deciding what the material that appropriate to be used to support our
learning process. According to Kathleen Graves (2000:3), there are important set of work in
designing and developing an English course. Such as assessing need, formulating goals and
objectives, developing material, designing an assessment plan, organizing the course and
conceptualizing the content.

For design the effective English course, teacher need to know the conditions of target
learners. The teacher also have to know what the students need to learn and what should be
achieve during the learning process. Because the student needs is the main aspect for deciding
English course design. So before designing the course, teacher have to conduct an analysis and
the analysis is called need analysis.
 B. NEED ANALYSIS

Need analysis is the main of goals and content of a course. It analyse what the learners
know already and what should they need to know in the future. Needs analysis is conduct to
makes sure the course will be relevant to their need and useful to the learners. Hutchinson and
waters (1987) divided needs into several types. Which are target needs and learning needs.

According to nation and Macalister (2010) the target needs can be analysis by looking
at: “necessities, lacks, and wants”. Necessities is represent the final objectives. It shows what
the students are able to do in the final of the target situation, lack is refers to the learners level
and background, it show the learners’ strength and weakness of the target language and want
is the learners personal view about what they need or lack that learner has or the personal aims
that learners want to get from the English language course.

Hutchinson and Waters (1987: p 59) mention some of analysis framework to help the
teacher to gathering information about target needs.

A target situation analysis framework:

1. Why is the language needed?

 For studying
 For working
 Or for another specific purpose, e.g. promotion.
2. How will the language be used?
 As a medium: for speaking, reading, listening, writing
 Type of discourse : academic text, formal and informal conversations.
3. What will the content areas be?
 As a Subjects: e.g psychology, hospitality, pharmacy, business;
 Level: e,g post graduate, secondary school.
4. Who will the learner use the language with?
 Native spoken or other
5. Where will the language be used?
 office, lecture theatre, hotel, library;
6. When language be used?
 Often, Frequently, seldom in environment, etc.
 After analysing the target needs, it is also necessary to analysis the learning needs.
Learning need refers to the background knowledge that learners needs to have in order to
master the further abilities that learners need to perform in the target situation or the simplest
definition of learning needs is what a students need to be learn to achieve their goals. The
teacher have been considering about the question: ‘what knowledge and abilities will the
learners require in order to able to perform to the required degree of competence in the target
situation?’ how the teacher can answer that question? It indicates another kind of need which
is learning need analysis.

There are the framework for analysing learning needs taken from Hutchinson and
Waters (1987: p 62-63)

 Why the learners taking the course?

 How do the learners learn?
 What resources are available?
 Who are the learners?
 Where will the ESP courses take place?
 When will the ESP course take place?

Most of all, we have to tried to stress that both target situation needs and learning needs
must be taken into account. Analysis of target situation needs is concerned with language use.
Teacher also need to know about language learning. Analysis the target situation can tells the
teacher what learners do in language learning and also how learners learn to do what they do
with language. So after the teachers get all the information about what the target situation and
learners needs, teacher can determine the objective of the learning course, and choose the
suitable materials that can used in the learning process.
 C. DESIGNING AND DEVELOPING ENGLISH COURSE

Designing course conduct after the teacher done doing the analysis. The information that
teacher have about learners needs can be interpreted into the course materials. There are three
types of approach to ESP design; language-centred approach, skill-centred approach, and
learning-centred approach (Hutchinson and Waters 1987: p.65).

1. Language-centred approach
 Identifying the learners target situation and selected the theoretical view of
language
 Identifying the language futures of the target situation
 Create syllabus
 Designing the materials based on the syllabus
 Establish evaluation procedure
2. Skill-centred approach
 Identify target situation
 Theoretical view of language, learning and identify skills
 Write the appropriate syllabus
 Select text and write exercise to focus on skill
 Establish the evaluation procedures
3. Learning-centred approach
 Identify learners
 Analysis learning and target situation
 Theoretical view of learning, Theoretical view of language
 Identify wants, attitude and potential learners
 Identify learners skill and knowledge
 Identify learner needs
 Evaluation
COURSE DESIGNING. English for Airline Business Staff

In this course, I would like to make an English course for airline business staff. The
aims of this course is to develop or introduce English word that usually used in the airlines
industry. The goals of this study is to make the improvement of the students in several
communicative skill, such as listening, speaking, writing, reading by the appropriate material
in their proficient skills.

Course Title : English for Airline Business Stuff

Course Duration : 240 minutes / 4 hours
Lesson Time : 90 minutes for each
Media : PC, LCD, PPT, Video, books, articles, whiteboard, etc

1st meeting

Material: Making reservation and information

The objectives

 Learners will be able to using polite and formal request

 Learners will be able to using polite informal request
 Learners will be able to using polite and formal language to giving information about
flights

2nd and 3th meetings

Material: in-flight service

The objectives

 Learners will be able to read an air ticket

 Learners will be able to making departure and arrival announcement
 Learners will be able to asking for and giving information about safety equipment

Conclusion

After the description above we already know before determining the English course teacher
have to do some steps before create an appropriate course, which are analysis what students’ need and
an make an analysis of learning needs. Start with determine the necessities, lack and wants of students.
After that before deciding to design the course, the teacher will chose what the appropriate approach
that can be used and suitable for the learners. According to Hutchinson and waters (1978) There are
three approaches: learning-centred approach, language-centred approach, and skill-centred approach.
 References

Hutchinson, T. Waters, A. (1978). English for Specific Purpose: a learning-centred approach.

Cambridge University Press.
Nation, I.S.P. Macalister, J (2010). Language Curriculum Design. Taylor & Francis Press.
Tomlinson, B. (1998). Material Development in Language Teaching. Cambridge University
Press.