English Specific Purposes Materials Using Flipped

Classroom Course Designed for Electrical

Engineering at Sanata Dharma University

Maria Dimitrij Angie Pavita

Magister Linguistik
Universitas Diponegoro

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 TABLE OF CONTENTS

A.Title Page ............................................................................................................. 1

B.Table of Content .................................................................................................. 2

C.Abstract ................................................................................................................ 3

D.Introduction ......................................................................................................... 3

E.Review of Related Studies ................................................................................... 5

F.Research Method.................................................................................................. 6

G.Results and Discussions ...................................................................................... 9

H.References ........................................................................................................ 11

I.Appendix ................................................................................................................................... 12

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 ABSTRACT

Nowadays, learning a foreign language especially English is important. It brings us to be

able to communicate with other people around the world. In terms of educational purpose, it
can be very helpful for the learners to get a chance to study abroad. Since English becomes
the commonly spoken language, it includes as a compulsory subject at University, although
they are not an English Students‟, but English is an important thing in their life. English is
included in the learning curriculum in Indonesia especially at Electrical Engineering
Students at Sanata Dharma University The English Materials use for Electrical Engineering
Students call English for Specific Purposes (ESP). The materials of ESP for the Engineering
students is very important not only for the students but also for international enterprises as
they work together in their future. Hence, those materials seeks to teach engineering
students to prepare them facing jobs interview when they graduate from the university to
interact with foreign workers in charge of the assembling process supervision using a
flipped classroom methodology.

Keywords: Electrical Engineering Students, ESP, Flipped

Introduction
It has been known that English is an international language. It means that in almost
every aspect dealing with affairs between different countries, English is needed as the bridge
that connects them. In addition, it is a necessity in the nowadays working world. Almost all
better careers/jobs demand English proficiency as the fundamental requirement.

This is an elective ESP course designed for engineering students‟ which is in

their future they need english. The course is addressed to improve the students‟ speaking
skill. The materials selected enable the students to participate actively in the learning
process and it was also to prepare them to face TKBI ( Test Kemampuan Bahasa Inggris) in
their future through application jobs after they graduated. They were also encouraged to
express their minds, ideas, and creativities confidently in front of other students or their
instructor using appropriate English language.

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 Teachers need to analyze the characteristics of students before starting the course.
This analysis will be used to synchronize the materials which they are going to conduct with
the students‟ needs and mainly as the preparation for Tes Kemampuan Bahasa Inggris
(TKBI) in application job. By conducting the need analysis, we got some data of the
participants. Our participants are the 6th semester‟s students of Electrical Engineering,
Sanata Dharma University Yogyakarta. We had a meeting on February 20, 2020. First, we
introduced ourselves. Then, we gave them a pre-test to know what they need through
English learning and to know their level in English skills. Based on the pre-test, we
concluded that our participants are mostly on the beginner level and one student have a good
basic in English because he joined an English course before. Afterwards, we arranged the
schedule with the participants. Based on the pre-test result, our group discussed the proper
materials which would be taught. Here are some of their needs:

1.They need to build their confidence and improve their speaking abilities because it
is closely related to their future work field. It is also used for Tes Kemampuan Bahasa
Inggris (TKBI) preparation and to communicate in English well.

2.They need to understand some of basic grammar and tenses and enrich their
English vocabulary.

To solve the problems, the researcher makes materials using Fliiped Classroom
methodology for making the materials itself. Flipped classroom is one of the models or
methods of learning that minimizes direct teaching from the teacher, where in the learning
process students learn the subject matter first at home, while teaching and learning activities
in the classroom are only in the form of work assignments, discussing about material or
problems that have not been understood while learning at home. The concept of a flipped
classroom learning model is basically what is done in the classroom on conventional
learning done at home, while work at home on conventional learning is completed in the
classroom.

The following are the problem formulation of the project:

a. How to improve speaking skills of the participants when they face the application job
through Flipped methodology?

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b. What materials would be selected to fulfill the participants‟ needs?

c. How to create and manage fun and interesting teaching-learning activities based on

their characters?

Review of related Study

a. English for Specific Purposes
According to Hutchinson and Waters (1987: 19) English for Specific Purposes - or ESP
for short - is a method of learning a language that addresses the students‟ needs. In other
words, ESP does not focus on a target language or a methodology in particular, but its
foundation is addressing the students, their context and their special needs; it aims
“preparing learners to communicate effectively in the tasks prescribed by their study or
work situation” (Dudley-Evans and St John 1998: 1)

As ESP relates to specific disciplines, it is classified into two main groups: English for
Academic Purposes (EAP) and English for Occupational Purposes (EOP). According to
Dudley-Evans & St. John (1998), EAP - refers to any English teaching that relates to
academic study needs. In other words, anyone who is willing to learn English as a vehicle to
improve the person‟s knowledge on a particular academic topic (e.g. the reading of research
paper) may be subject to an EAP class. According to Robinson (1991), the second approach
- EOP - involves work-related needs and training. To that matter, EOP includes professional
purposes in administration, medicine, law and business, and vocational purposes for non-
professionals in work or pre-work situations. By and large, the English for Occupational
Purposes approach is aimed at those people who have a job that does not require academic
studies (such as a university diploma).

b. Using ESP with flipped methodology

As an ESP class, this materials will thrive to use a “Flipped Classroom” methodology.
Flipped Classroom will allow students to be responsible for their own learning process by
checking the materials and contents outside the classroom for self-study. Lessons will be
part of the program in the form of interactive classes, where they will be able to work at
their own pace by rewinding and fast-forwarding the videos that will be sent to their mobile
phones or shared in their favorite social networks.

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Research Method
A. Participants
The participants in the needs analysis were the sixth semester of USD students‟. There were
30 students became the sample also the population. Their age around 21 years old and have
been learning English since they are on elemetary students‟. The students were classified
into intermediate level. Therefore, the students already reached the basic concept and
knowledge about language. At least, the students had a competence and experience to share
their personal idea or present a particular object using English orally.
B. Data Collecting Instrument
1 Questionnaire
Based on Paputungan et al. (2015) the questionnaire should explore the background include
name, age, experience, and students‟ proficiency level in English. In this questionnaire,
there were 9 questions contained of vocabulary, pronunciation, activities, grammar, teaching
materials, and learning preferences. The questionnaire was distributed on 20th April 2020,
The students needed 15 minutes to answer the questions. The questionnaire written in
Bahasa Indonesia because the participants did not use English as their daily language.
2 Forum Group Discussion (FGD)
Based on Nyumba et al. (2017) FGD is used to gain an in depth understanding of social
issues. Here, because of the students only 18 and they did not want to be interviewed, FGD
was chosen. The writer asked what kinds of activities and materials that they needed to
support the learning process.
C. Data Analysis Technique
The writer used qualitative research. The descriptive analysis was chose to explain the data
since the data should be interpreted using words and sentences. The questionnaire used
Likert Scale (5 Scales: Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D), and
Strongly Disagree (SD)). Then, categorized for each questions and found the tenderness
based on the amount of the students who chose the scale. It could be concluded and involved
for their needs.
D. Product Design (Method)

In order to answer the second question, the writer used Research and Development (R&D)
by Borg and Gall (2003). Actually, there were ten steps, because of the limitation of the

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time, the writer only took three steps: research and information collecting, planning, and
develop preliminary form of the product.

Step 1: Collecting Research and information

The purpose in research information and collecting is to gather information and to
support the process of designing materials. The researcher took interview as the method to
collect information. In the process of collecting the data, the researcher asked the students in
the place that the researcher wants to conduct their research, They said that they were bored
to learn about speaking English because the students did not use media during the learning
process. From this case, the researcher has identified the characteristics of learners‟ need to
design the appropriate instructional materials that can help the teachers to select the suitable
methods and materials for the students. In designing the appropriate methods and materials,
the researcher should consider some factors in finding out the learners‟ needs and
characteristics, such as the number of students, academic background, grade-point average,
level of intelligence, expectation of the course, and the students‟ motivation in studying the
subject.
Step 2: Planning
In this step, the goals, topic, and general purpose of the material design based on the
general guideline drawn in the research and information will be determined. Next, the
researcher has specified the learning objectives. Based on Kemp (1977), the learning
objectives are important to be achieved by the material design in which the target of the
research is English Club students who are in pre-advance learning. Therefore, the material
design is designed for that level.
Step 3: Developing Preliminary Form of Product
Listing the subject content and selecting the teaching/learning activities are
conducted in this part. For selecting teaching/learning activities, the researcher takes the
result of the interview that had already been taken by the interviewees.
Step 4: Preliminary Field Testing
This step is included in the last step of research‟s instructional design model. The
researcher is going to hold a consultation for making a procedure for the other researchers in
designing of the material for the teacher of English class who has already adopted this

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method in the speaking class. Based on the evaluation and feedback, the researcher is going
to revise which part that needs to be improved.
Step 5: Main Product Revision
This step is the last step that is applied in this research. In this part, the researcher
has provided the revision of material design for speaking class that help the students to
encourage their speaking ability. The focus of the step is not only the designing of the
material, but also to make a procedure how to design the speaking materials. Figure in
below shows the correlation between 5 of 10 of R&D cycles with the researcher‟s
instructional design steps.

R&D cycles

Researcher Steps

Research and Information Collecting Conducting Need Analysis

Determining Goal, Topic, and

Planning General Purpose

Develop Preliminary Form of Specifying Learning Objectives

Product

Listing the Subject Content

Preliminary Field Testing

Main Product Revision Selecting the Teaching / Learning

Activities

Development and Implication for the

Classroom

Evaluating and Revising Materials

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RESULT AND DISCUSSION

In order to answer the first question, the data bellow presented about the students‟
difficulties in terms of speaking foreign language in across curriculum program while they
learn English

There are some aspects that should be concerned in terms of speaking. They are:
fluency, accuracy (grammar and pronunciation) and comprehensibility. Fluency is related to
the smoothness of the sounds, syllable, words and phrases that are joined together when
speaking. While, accuracy focuses on grammar, pronunciation, and vocabulary. Besides,
comprehensibility reflects to how much a speaker understands what he or she is talking
about (Harmer, 2007). Those aspects need to be mastered in terms of increasing the ability
in speaking foreign language.

Syllabus Type

The kind of syllabus that is used in this course is communicative syllabus. Based on
Yalden (1987) the content in the communicative syllabus design is meet to the needs of the
learners. In this syllabus, the examples should be given clearly also what the students need
to do with the exercises. This course will be held once in a week. Thus, in one semester
there are 18 weeks. Each of meeting will be conducted in 2x45 minutes.

Topic A job interview

Level: Intermediate
Time: 2 hours (with extension tasks)
Aims
• To provide listening practice through watching a video called „A job interview‟

• To develop learners‟ vocabulary to talk about jobs and the interview process

• To develop learners‟ ability to write a short story using the past simple tense

• To provide speaking practice by taking part in a job interview role-play

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This lesson is based on a short video about someone going for a job interview. Learners will
develop their knowledge about applying for jobs and the interview process. They will be
able to practice their speaking skills by taking part in a job interview role-play. Particular
focus is also given to vocabulary and revision of the past simple tense.

No Steps Stages and Activities Media Time

Allocations

1. Opening  Lecturer opening the class,

check the attendance list, and
10 minutes
make a kind reminder about the
past materials

2. Main Activity  Lecturer tell the students about LCD Projector

the materials (Job Interview)

 Lecturer show the presentation

.
what is job interview looks like

 Lecturer ask the students to

answer the questions on the 70 minutes

worksheet(see apendix)

 Lecturer make a group of 2

students to make a play
perfomance to be an interview
and interviewee

3. Closing  Check the students‟ understanding

 Review and recalling what had
10 minute
done today, what kind of materials
that students learnt
 Tell about the next materials
 Say thankyou and sayonara

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CONCLUSION AND RECOMENDATION
From the explanation above, the writer can conclude some aspects. Based on the
needs analysis, there are three aspects that needed to be improved such as pronunciation,
vocabulary, and grammar. In order to improve the speaking skill, a suitable materials need
to be developed. In terms of pronunciation, the students can facilitate with drills techniques
adapted from ALM Method by Larsen-Freeman (2000). Then, the vocabulary can be
developed through provide a list about particular words that are going to be used to describe
or explain something. While grammar can be increased through scrambled sentences and
dialogues. It also provided with the explanation of grammar that is going to be emphasized
on the topic. The method toteach the speaking across curriculum is PPP Plus method. The
students will learn through presentation, practice, and production. The plus is about the
evaluation after the learning process.
The designed material is not implemented in the speaking across curriculum program
yet due to the limitation of the time. Therefore, the writer suggests some important things
for the future researcher that do the same major with this study. First, design more exercises.
It can be used for the teacher to use variation activities and can enhance the students to learn
more. Second, practice the materials in the learning process. Thus, we can see the PPP Plus
method is appropriate to be implemented in the class or not.

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REFERENCES
Ayiz, A. (2014). Analysis of ESA teaching sequences applied by the English teachers for

junior high school: A case study. Journal of Language and Literature,

Borg, W. R. & Gall, M. D. (2003). Educational Research: An introduction. New

York: Longman Inc.

Fatihi, A.R. (2003). The role of needs analysis in ESL program design. South Asian
Language Review
Hamdani, Z. & Amrizal (2018). Presentation – Practice – Production (PPP) Method:

An alternative method used in enhancing student‟s vocabulary mastery. Journal of

Language and Literature 9

Harmer, J. (2007).The practice of English Language Teaching (fourth

edition). England: Longman.

Karagöz, O., Saka, A.Z. (2014). Development of teacher guidance materials based on 7E

learning method in virtual laboratory environment. Social and Behavioral

Science

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 Job Interview
By the end of this lesson, students are able to:

• Pracitice having a real situation of job interview

• Know the tips and tricks on how to be a good interviewee

Questions in Job Interview

1. Tell me about yourself

• My name is .
• I am years old.
• I come from .
• I graduated from .
• I graduated from Sanata Dharma University majoring Mechanical Engineering. I
completed my Master Degree at UGM on the same major in 2014 with GPA 3,8.
2. What are your strengths/weaknesses?

 I am an independent person / I’m independent.

 I am a kind of forgetful person that’s why I always bring my notebook everywhere.
 I like to work hard. I can work both individually and in a team.
Bad Answer:

 I’m a kind of lazy person and I cannot stay away from my smart phone
Good answer:

 “I’ve never been so comfortable with public speaking. I always feel nervous and since
then I joined Kelas Akademi Berbagi in which the topic is about Public Speaking, and
I feel better now.”

3. Why do you apply to this company? / Why do you want this job?

• I want to apply in this company because the vacancy is in line with my passion.
• I have searched from , this company provides opportunity to the employees
to develop their career.
• This is not only a fine opportunity, but this company is a place where my
qualifications can make a difference.
Bad Answers:

• It’s a great company and I’d love to work here.”

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 • “I heard there were some open positions, so here I am.”
• “Well, actually I know a little information about this company.”
• “Mmmm… what? I don’t know. I just try my luck.”

4. Why we should hire you?

A good answer makes you unique and special.

• I can (organize, increase, set, develop, maintain, manage, operate,

teach, arrange, maximize, use, employ, save, optimize, etc.)
• “I am good at statistics.”
• “I am good at designing web.”
• “I am able to design and create .“

5. How much salary do you expect to have? Explain.

• I don’t have a specific salary requirement, but my pay has been between about 5
millions in the past few years.
• I’m flexible and open to discuss a reasonable compensation package, but my salary
has been about 4,5 millions – 5 millions recently.

Take a look on the conversation below

Interviewee : Good morning, Mr. Angelo! Nice to meet you.

Interviewer : Nice to meet you, have a seat. Now, tell me about yourself.
Interviewee : My name is Andreas Desca. I am 25 years old. I graduated from Sanata
Dharma University, majoring Electrical Engineering. I come from Malang.
Interviewer : What are your strengths?
Interviewee : I am capable of..........
Interviewer : What are your weaknesses?
Interviewee : I am a forgetful person. But, to overcome it, I always bring my note.
Interviewer : Why we should hire you?
Interviewee : I am a ... person I can ......
Interviewer : How much salary do you expect to have?
Interviewee : I don’t have a specific salary requirement, but my pay has been between
about 5 millions in the past few years.

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Activity
Now, divide yourself into two groups, a group of employees and applicants. Start
the role- play with a handshake, greetings and questions.

For the employers

Decide whether you are an engineer, a lecturer, a technician, a reasearcher, or a

mechanic.
After that, ask the employees the following questions:

• Tell me about yourself.

• What are your strengths?
• What are your weaknesses?
• What are your career goals?
• Why we should hire you?
• What salary do you expect to have? Explain.

For the applicants

• Tell about yourself (asked by the employers).

• Tell your strengths (asked by the employers).
• Tell your weaknesses (asked by the employers).
• Tell your career goals (asked by the employers)
• Advertise to sell yourself (why they should hire you).
• Tell your salary expectation.

The Principles of Job Interview

• Punctuality
• Gesture
• Posture
• Appearance ( appropriate for the job or organization –flattering, clean and
tidy, comfortable)
• Knowledge which leads to Confidence
Handshake

DO:
 Watch out your Eye Contact
 You smile, he smiles.
 You greet with your name.
 Say, “ It’s a pleasure meeting you”.
 Make a firm but gently handshake
DON’T:
× Dead Fish or Crash Bone Handshake