%L UNY27610
%K English academic presentation, course design, Indonesian adult EFL learners
%X This research aims at identifying the needs of the Indonesian adult EFL learners of non-English department regarding with giving an English academic presentation. It is also intended to develop a set of English academic presentation course products based on the needs analysis. Finally, the purpose is to gain information regarding the quality of the English academic presentation course products.
This developmental study adapted the models suggested by Dick & Carey, ADDIE, and ESP approach, which was grouped into five stages: (a) planning, (b) design, (c) validation, (d) implementation, and (e) evaluation. The field testing was conducted through the interrupted-time-series-of-one-group-pretest-posttest design in cyclical learning of a 15-meeting-course program. The course was divided in three gradual stages. Each stage consisted of five meetings with pretest and posttest in the beginning and end of the teaching stage. Revision was conducted in each stage based on the reflection of the previous stage. The subjects were 10 learners (five lecturers and five graduate students of non-English department). The data were collected through: (1) needs analysis by FGD, questionnaire, and observation on the learners’ prior presentations; (2) expert validation; (3) observation, pretests and posttests; (4) learner-response questionnaire to know the learners’ perceptions after joining the course. The data were analyzed descriptively.
The research reveals as follows. (1) The needs were classified into necessities, lacks, and wants. The necessities were the needs of small-class learning community, presentation techniques and language focus materials, theory-and-practice-based method, PowerPoint and language focus accommodated media; the lacks were due to the poor knowledge and skills of academic presentation, lack of vocabulary, grammar mastery of spoken language, and pronunciation; the wants were about the active class, integrative material contents, theory-practice learning, visual presentation media, material-based assessment. (2) The products consist of English Academic Presentation Learning Model (EAP LM) and its instructional devices (learning modules, media, and assessment). The model is visualized through figure and model manual. The validation results show that the model is “very good” (4.54), the modules (material and graphics aspects) are “very good” (4.4), the PowerPoint media are “very good” (4.17), the linguistic cards media are “very good” (4.49); and the assessment is “good” (3.97). (3) The final set of products fulfills the product qualification standard, shown by the learner-response questionnaire result that all products fall under the “very good” category (model (4.56), method (4.53), modules (4.52), assessment (4.46), PowerPoint (4.51), and linguistic cards (4.58)); and shown by the improvement of the stage achievement standard score from “bad” to “very good” category from the first to sixth practices (26.88 (bad); 41.77 (bad); 56.83 (fair); 68.29 (good); 75.42 (good); and 87.22 (very good) out of 100 as the highest score.
%A Febriana Lestari
%I UNY
%D 2015
%T Developing an English Academic Presentation Course Design for the Indonesian Adult EFL Learners