CHAPTER I

INTRODUCTION

This chapter present a brief introduction of the ESP Course Design Observation.In detail, it describes background of the observation, the purpose of observation and the report question of observation.

A. Background of ESP Course Design Observation

English for Specific Purposes (ESP) is as a branch of English language Teaching (ELT) and refereed as ‘applied ELT’ as the aims and contents of any ESP course is based on specific needs of the learners. Unlike ESP, English for General Purposes (EGP), where courses are designed based on general needs of the learners. Although in designing courses for both ESP and EGP learners, needs analysis has been a primary focus, both differ in the approach of needs analysis. While ESP courses focus more on specific and immediate needs of the learners, EGP courses may not focus on specific needs of the learners as learners at that stage may not be able to specify their contexts of using language. Teaching of ESP in Vocational School will be effective if the teacher can teach ESP cleary in order the student of Vocational School can developt their English ability based on their course. We Observe the teaching of ESP in Vocational School to know how effective of Teaching ESP .

B. Purpose of Observation

To fulfil the assigment of ESP Course Design and to know how the teaching of ESP in Vocational School.

C. Report Question of ESP- Is the teacher connect the lesson or material with the lesson before ?- Is the teacher give the challenge question?- Is the teacher deliver the advantages of the lesson ?- Is the teacher demonstrate a thing that correlated with the lesson ?- Is the teacher deliver the competency that will achieve by student ?- Is the teacher deliver the lesson plan such as : individual, team work or do the

observation ?- Is the teacher have capability to appropiate the lesson with learning purposes?- Is the teacher have ability to connect the lesson with the other relevant knowledge ,

Scient and Thecnology development, and real life/?- Is the techer present the lesson exactly ?- Is the teacher present the lesson systematic ?- Is the teacher give why and how question ?- Is the teacher stimulus the student to ask ?- Is the teacher facility the student to try ?- Is the teacher facility the student to observe ?- Is the teacher facility the student to analyze ?- Is the teacher give question to the student to think logical reasoning ?- Is the teacher present the student activity to communicate?

- Is the teacher present the ability on using learning resources ?- Is the teacher present the ability on using learning media ?- Is the teacher produce the interesting message ?- Is the teacher involve the student on using learning resources ?- Is the teacher involve the student on using learning media ?- Is the teacher grow the active participation of the student through teacher interaction ,

student and learning resources ?- Is the teacher give positive respond of student participation ?- Is the teacher present the opended attitude to the respond of student ?- Is the teacher present the conducive individual relation ?- Is the teacher grow the student’s purity or enthusiasm on study ?- Is the teacher use the oral language clearly and fluently ?- Is the teacher use the writing language correctly ?- Is the teacher involve the student to reflection or summarize the lesson ?- Is the teacher give oral and writing test ?- Is the teacher collect the work result as portofolio material ?- Is the teacher give the directive of next agenda or assigment ?

CHAPTER IITHEORETICAL FOUDATION

The Herbartian like the Kantian theory of apperception is based on the conception that mental activity consists in the clash of two factors; that both unite to form the experience. 

apperception is necessary in order to get perception, since the latter is a form of consciousness in which sensations and their meanings are fused. To recognize an object, or to give it position and shape, or to ascribe to it reality, is to apperceive it. On the other hand, in educational discussions apperception usually means not the making of a perception, but rather the adding to the bare perception the richer significations that are brought by a broader experience. Thus the educational use of the term conforms a little more closely to its etymology than does the psychological one.

Ernest N. Henderson (Ph.D., Professor of Philosophy and Education, Adelphi College)http://www.studyplace.org/wiki/Apperception (12:16)

Menurut mc. Donald ( dalam Syaiful, 2002 ) Motivasi adalah suatu perubahan energi dalam diri seseorang yang ditandai dengan munculnya "feeling" dan di dahului dengan tanggapan terhadap adanya tujuan. 

Dalam belajar motivasi sangat di perlukan. Sebab seseorang yang tidak mempunyai motivasi dalam belajar tak akan mungkin melakukan aktivitas belajar. Hal ini merupakan pertanda bahwa sesuatu yang akan di kerjakan itu tidak menyentuh kebutuhannya. Maslow ( dalam Syaiful, 2002) sangat mempercayai bahwa tingkah laku manusia di bangkitkan dan di arahkan oleh kebutuhan-kebutuhan tertentu seperti kebutuhan fisiologis, rasa aman, rasa

cinta, penghargaan, aktualisasi diri, mengetahui dan mengerti, dan kebutuhan estetik. Kebutuhan-kebutuhan inilah menurut maslow yang mampu memotivasi tingkahlaku individu. Oleh karena itu, apa yang seseorang lihat sudah tentu akan membengkitkan minatnya sejauh apa yang ia lihat itu mempunyai hubungan dengan kepentingannya sendiri.

http://coretanseribupena.blogspot.com/2012/05/pentingnya-motivasi-dalam-belajar.html (12:30)

peserta didik itu perlu diberikanrangsangan agar tumbuh motivasi pada dirinya. Singkatnya perlu diberikanmotivasi (Sardiman, 2011:74).

Motivasi berasal dari kata motif yang dapat diartikan sebagaidaya upaya yang mendorong seseorang untuk melakukan sesuatu(Sardiman, 2011:73).

Permendikbud No. 65 Tahun 2013 tentang Standar Proses Pendidikan Dasar dan Menengah telah mengisyaratkan tentang perlunya proses pembelajaran yang dipandu dengan kaidah-kaidah pendekatan saintifik/ilmiah.

Banyak para ahli yang meyakini bahwa melalui pendekatan saintifik/ilmiah, selain dapat menjadikan siswa lebih aktif dalam mengkonstruksi pengetahuan dan keterampilannya, juga dapat mendorong siswa untuk melakukan penyelidikan guna menemukan fakta-fakta dari suatu fenomena atau kejadian. Artinya, dalam proses pembelajaran, siswa dibelajarkan dan dibiasakan untuk menemukan kebenaran ilmiah, bukan diajak untuk beropini apalagi fitnah dalam melihat suatu fenomena. Mereka dilatih untuk mampu berfikir logis, runut dan sistematis, dengan menggunakan kapasistas berfikir tingkat tinggi (High Order Thingking/HOT). Combie White (1997) dalam bukunya yang berjudul “Curriculum Innovation; A Celebration of Classroom Practice” telah mengingatkan kita tentang pentingnya membelajarkan para siswa tentang fakta-fakta. “Tidak ada yang lebih penting, selain  fakta“,  demikian ungkapnya.

https://akhmadsudrajat.wordpress.com/2013/07/18/pendekatan-saintifikilmiah-dalam-proses-pembelajaran/ 13:30

Pembelajaran scientific merupakan pembelajaran yang mengadopsi langkah-langkah saintis dalam membangun pengetahuan melalui metode ilmiah. Model pembelajaran yang diperlukan adalah yang memungkinkan terbudayakannya kecapakan berpikir sains, terkembangkannya “sense of inquiry” dan kemampuan berpikir kreatif siswa (Alfred De Vito, 1989).

http://umikhasanah49.blogspot.com/2014/05/bab-i-pendahuluan-1.html (13:36)

Menurut pendapat Hounston (1987), aspek-aspek dari partisipasi yang dapat dijadikan alat ukur tingkat partisipasi siswa dalam proses pembelajaran, antara lain:

1. kerja sama dan keterlibatan dalam kelompoksiswa yang terlihat berpartisipasi pasti terlibat dan turut serta dalam diskusi-diskusi dan kegiatan-kegiatan yang dilaksanakan dalam kelompok dengan harapan tercapainya tujuan dalam kelompok tersebut.

2. mengajukan pertanyaansiswa yang terlihat berpartisipasi pasti mengajukan pertanyaan-pertanyaan, dan pertanyaan tersebut mengenai materi yang belum jelas yang telah diterangkan oleh guru.

3. berani memberikan tanggapan terhadap jawaban siswa lainsiswa yang terlihat berpartisipasi pasti turut serta dalam menanggapi jawaban siswa lain, hal ini bisa dilakukan dalam diskusi kecil maupun diskusi besar dalam kelas

4. memberikan kesimpulansiswa yang terlihat berpartisipasi pasti dapat menyimpulkan materi yang telah dipelajari. Dengan bisa menyimpulakan materi, siswa tersebut dianggap mengusai materi dengan baik dan berpartisipasi dalam proses pembelajaran

5. menjawab pertanyaan yang diajukan guru maupun siswa lainsiswa yang terlihat berpartisipasi pasti bisa menjawab pertanyaan-pertanyaan dari guru maupun siswa mengenai materi pelajaran yang diajarkan dalam proses pembelajaran di kelas

6. mengerjakan soal di depan kelassiswa yang terlihat berpartisipasi pasti berani mengerjakan soal di depan kelas. Hal ini baik untuk melatih keberanian siswa dalam hal maju di depan siswa lain

Menurut Hanif (1998) tinggi rendahnya partisipasi siswa dalam pembelajaran di kelas dapat dilihat dari keadaan atau aktivitas yang terjadi dalam pembelajaran. Partisipasi siswa dikatakan tinggi jika lebih dari 70% siswa terlibat dalam proses pembelajaran. Partisipasi siswa dikatakan sedang jika 40% - 70% siswa terlibat dalam proses pembelajaran. Partisipasi siswa dikatakan rendah jika kurang dari 40% siswa terlibat dalam proses pembelajaran

http://agusbudisuharto.blogspot.com/2012/11/partisipasi-siswa.html (13:58)

Moh. As’ad (1986:150) menjelaskan bahwa dimensi ini menggambarkan sejauhmana seorang guru memberi batasan dan memberi struktur terhadap perannya dan peran siswanya untuk mencapai tujuan yang telah ditetapkan.

Menurut Cony Semiawan (1991:98) hal ini sangat dimakhlumi, karena guru merupakan salah satu pemegang peranan yang sangat strategis dalam proses pembelajaran, sekaligus sebagai pelaksana kurikulum yang berada pada jajaran paling depan dalam lembaga pendidikan. Oemar Hamalik (2001:27) menyatakan bahwa guru merupakan key person dalam kelas, guru yang memimpin dan mengarahkan kegiatan belajar para siswa.

http://staff.uny.ac.id/sites/default/files/penelitian/Sujarwo,%20M.Pd./Peran%20Guru%20Dalam%20Pendidikan%20Nilai%20Pada%20Anak.pdf (14:07)

Breen dan Candlin dalam Nunan(1989:87) mengatakan bahwa peran guru adalah sebagai fasilitator dalam proses yang komunikatif, bertindak sebagai partisipan, dan yang ketiga bertindak sebagai pengamat.

http://belajarpsikologi.com/keterlibatan-siswa-dalam-proses-belajar-mengajar/ (14:18)

Florez (1999) dalam Santrock (2008) mengemukakan bererapa strategi yang dapat  digunakan oleh guru agar dapat berbicara secara jelas pada saat proses pembelajaran berlangsung. Strategi yang dimaksud oleh Florez adalah harus dilakukan dengan menggunakan tata bahasa yang benar, kosa kata yang dapat dipahami dan tepat pada perkembangan anak, melakukan penekanan pada kata-kata kunci atau dengan mengulang penjelasan, berbicara dengan tempo yang tepat, tidak menyampaikan hal-hal yang kabur, dan menggunakan perencanaan dan pemikiran logis sebagai dasar berbicara secara jelas di kelas.

https://mahmuddin.wordpress.com/2010/02/18/komunikasi-efektif-antara-guru-dengan-siswa/ (14:28)

2.3 (wikipedia.org/wiki/Mastery_learning)

 Learning for mastery or mastery learning, are terms coined by Benjamin Bloom in 1968 and 1971 respectively. Bloom hypothesized that a classroom with a mastery learning focus as opposed to the traditional form of instruction would reduce the achievement gaps between varying groups of students (Guskey 2007). In Mastery learning, "the students are helped to master each learning unit before proceeding to a more advanced learning task" (Bloom 1985) in contrast to "conventional instruction".

The important :

The material that will be taught to mastery is broken down into small discrete lessons that follow a logical progression. In order to demonstrate mastery over each lesson, students must be able to overtly show evidence of understanding of the material before moving to the next lesson (Anderson, 2000).

2.6 (http://www.fed.cuhk.edu.hk/en/bse/9120/9120061.htm)

Media are the means for transfering or delivering messages. It is called the educational medium when the medium transfers message for the purpose of teaching. (Li-Ling KUO , Christine)

Important :

Teaching media are very important. Without application of teaching media in classroom, none of learning theory priciples could be fulfilled. It would take a lot of exertion to reach a good teaching communication without application of teaching media. It's impossible to coordinate teaching with learning without using media. Though it spends time and effort to design, produce and select media, the teacher's endeavor is worthy, and half the work with double the result.

CHAPTER III

DATA PRESENTATION AND ANALYSIS

3.1 DATA PRESENTATION

Observed Aspect Yes NoOpening

Aperception and Motivation1 Connect the lesson or material with the lesson before √2 Give the challenge question √3 Deliver the advantages of the lesson √4 Demonstrate a thing that correlated with the lesson √

Delivering competency and Lesson Plan1 Deliver the competency that will achieve by student √2 Deliver the lesson plan such as : individual, team work or do the

observation√

Core ActivityThe ability of lesson material

1 Have capability to appropiate the lesson with learning purposes √2 Have ability to connect the lesson with the other relevant knowledge ,

Scient and Thecnology development, and real life√

3 Present the lesson exactly √4 Present the lesson systematic √

Applying Scientific Approach1 Give why and how question √2 Stimulus the student to ask √

3 Facility the student to try √4 Facility the student to observe √5 Facility the student to analyze √6 Give question to the student to think logical reasoning √7 Present the student activity to communicate √

Using Study Learning Resources/ Learning Media1 Present the ability on using learning resources √2 Present the ability on using learning media √3 Produce the interesting message √4 Involve the student on using learning resources √5 Involve the student on using learning media √

Participation of The Student on Learning1 Grow the active participation of the student through teacher

interaction , student and learning resources√

2 Give positive respond of student participation √3 Present the opended attitude to the respond of student √4 Present the conducive individual relation √5 Grow the student’s purity or enthusiasm on study √

Using Correct and Suitable Language on Learning1 Use the oral language clearly and fluently √2 Use the writing language correctly √

ClosingLearning Closing

1 Involve the student to reflection or summarize the lesson √2 Give oral and writing test √3 Collect the work result as material paper √4 Give the directive of next agenda or assigment √

3.2 ANALZIZ

3.2.1 Aperception and motivation

Based on the observation the teacher didn’t give apperception and motivation. Whereas according to The Herbartian like the Kantian theory of apperception is based on the conception that mental activity consists in the clash of two factors; that both unite to form the experience. Apperception is necessary in order to get perception, since the latter is a form of consciousness in which sensations and their meanings are fused. To recognize an object, or to give it position and shape, or to ascribe to it reality, is to apperceive it. On the other hand, in educational discussions apperception usually means not the making of a perception, but rather the adding to the bare perception the richer significations that are brought by a broader experience. Thus the educational use of the term conforms a little more closely to its etymology than does the psychological one. (Ernest N. Henderson Ph.D., Professor of Philosophy and Education, Adelphi College http://www.studyplace.org/wiki/Apperception (12:16))

Maslow ( dalam Syaiful, 2002) sangat mempercayai bahwa tingkah laku manusia di bangkitkan dan di arahkan oleh kebutuhan-kebutuhan tertentu seperti kebutuhan fisiologis,

rasa aman, rasa cinta, penghargaan, aktualisasi diri, mengetahui dan mengerti, dan kebutuhan estetik. (http://coretanseribupena.blogspot.com/2012/05/pentingnya-motivasi-dalam-belajar.html (12:30))

3.2.2 Delivering competency and Lesson Planbased on the observation the teacher didn’t deliver competence and lesson plan to the student.

3.2.3 The ability of lesson material

Based on the observation the teacher have capability to appropiate the lesson with learning purposes because the teacher gave the materials about conditional sentences which was suitable with the 2013 curriculum. The teacher didn’t have ability to connect the lesson with the other relevant knowledge, Scient and Thecnology development, and real life. The teacher present the lesson exactly because the teacher gave conditional materials that which was relevan with student routine activity that was when the teacher gave the example “if Persib becomes the winner in AFC competition, the Persib supporters will celebrate it happily. Present the lesson systematic

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