SUSTAINABLE TEACHER PROFESSIONAL DEVELOPMENT IN ENGLISH LANGUAGE EDUCATION: WHERE

THEORY, PRACTICE, AND POLICY MEET

HOME ABOUT LOGIN REGISTER CATEGORIES SEARCH CURRENT ARCHIVES

Home > PROCEEDINGS OF THE 65th TEFLIN INTERNATIONAL CONFERENCE OPEN JOURNAL SYSTEMS

Journal Help PROCEEDINGS OF THE 65th TEFLIN INTERNATIONAL CONFERENCE USER ISBN: 978­602­5554­36­0

The main theme of the Conference is “Sustainable Teacher Professional Username Development in English Language Education: Where Theory, Practice, and Policy Meet”. Password

The idea of a sustainable approach is used to place emphasis that teachers are Remember me lifelong learners who are entrusted to develop their professionalism and innovate Login their pedagogical practices. Recent studies show that both ESOL teacher professionalism and innovative pedagogical practices exert influence on fruitful English language education. In this respect, the ultimate goal of English language NOTIFICATIONS education is to help learners become competent users of English as a lingua franca or English as an additional language » View » Subscribe

JOURNAL CONTENT

Search

Search Scope All

Search

Browse » By Issue » By Author » By Title » Other Journals » Categories

FONT SIZE

INFORMATION

» For Readers » For Authors » For Librarians PROCEEDINGS OF THE 65th TEFLIN INTERNATIONAL CONFERENCE

HOME ABOUT LOGIN REGISTER CATEGORIES SEARCH OPEN JOURNAL SYSTEMS CURRENT ARCHIVES Journal Help Home > Archives > Vol 65, No 01 (2018) U SE R Vol 65, No 01 (2018) Username Password SUSTAINABLE TEACHER PROFESSIONAL Remember me DEVELOPMENT IN ENGLISH LANGUAGE Login EDUCATION: WHERE THEORY, PRACTICE, AND POLICY MEET NOTIFICATIONS View Subscribe Editors

Amirullah Abduh JOU RNAL CONTE NT Chairil Anwar Korompot Search Andi Anto Patak Search Scope Muhammad Nur Ashar Asnur All Search Reviewers Browse Muhammad Asfah Rahman By Issue By Author Baso Jabu By Title Other Journals Murni Mahmud Categories

Sukardi Weda FONT SIZE

Table of Contents Articles INFORMATION For Readers Challenges of a non English education graduate in teaching 3­10 For Authors ESP: A case study in State University of Surabaya For Librarians Sugeng Susilo Adi Khusnul Khotimah

Applying inductive method to improve the ability in using 11­16 suffix–ing of grade xi students at MAN 1 Palu Al­Muthmainnah Al­Muthmainnah

Characteristics of a good language learnerin relation to her 17­21 language learning strategies Puji Astuti Amalia Aridah Aridah

Critical thinking and speaking proficiency: two inseparable skills 22­27 in global era Ismet Magma Anugerah Chuzaimah Dahlan

The Chinese mime game in teaching vocabulary on EFL 28­40 classroom Andi Patimah Ramarh Apdy Andi Asrifan

The use of animation video in improving vocabulary of the 41­45 secondgrade student of SMP Negeri 6 Watampone Azmy Yulistianing Aridha

Improving the students’ ability to use adjective through bingo 46­54 game at the second year of SMP Buq’atun Mubarakah Gombara Makassar Muh. Asdar

Politeness strategies in children communication at Indonesian 55­62 religious kindergarten Nurfiaeni Asjuh

Students’ English Learning Anxiety and their English 63­66 Achievement Jeanette J. Bawengan Sely M.E. Kastilong

Teaching interdental fricative speech sounds/T/ and /D/ to 67­72 university students: an E.S.A. approach I Gede Budiasa I Nyoman Suparsa

Enlarging vocabulary to improve writing descriptive text of 75­79 junior high school students using spider concept map Dwi Ernila Sri Susanti

Practicum teachers’ perceptions and instructional practices of 80­88 EFL learning strategies Egi Fajriyandi Didi Suherdi Muhammad Handi Gunawan

A sustainable role: Teacher as a material developer 89­93 Yasmin Farani Maria Dwi Winarni

The use of video conference in teaching general English to 94­101 improve student teachers’ awareness in studying Tri Wahyuni Floriasti

Students’ instrumental and integrative motivation in learning 102­107 English Septimus Hanyeq Bibit Suhatmady Syamdianita Syamdianita

Teachers’ voice on their being professional 108­115 Harjanto Harjanto Siti Tamah

Indonesian into English translation shift in Maryam novel as the 116­120 examples of teaching translation Dwi Haryanti Makna Sinatria Muamaroh Muamaroh

Students’ preference learning styles and media use in teaching 121­125 English Uswatun Hasanah Ridwan Hamsah

The influence of digital literacy onStudents’ independent 126­131 language learning Fuad Hasyim

EFL teachers’ speech styles and the implications for teacher 132­137 professional development Istanti Hermagustiana

Could pragmatic ability develop through universal pragmatic 140­144 knowledge? Indrawati Indrawati Sri Samiati Tarjana Joko Nurkamto

An analysis on teacher talk in multiethnic and multisited classes 145­148 Istiqamah Istiqamah

An analysis of translation techniques and ideology in hikayat 149­154 hang tuah Farida Repelita Waty Kembaren Mardiah Mawar Kembaren

EFL teachers’ voice diversity on TPD (Teacher Professional 155­160 Development) learning activities Khulaifiyah Khulaifiyah

Scaffolded Think­Group­Share learning to enhance children’s 161­165 English learning performance Octavia Mantik Hee Jun Choi

Coping with barriers towards good CEFR level in academic 166­171 English Rumondang Miranda Marsaulina

Implementing vlog for innovation ELT practices 172­179 Ima Masofa Nova Alfi Laili Rahmah

Gender differences in language development, acquisition, 180­184 comprehension, and production Maulina Maulina

Teacher efficacy in student engagement in the English 185­189 classroom at tertiary level Muamaroh Muamaroh

Bridging the gap between theories and practice: Alumni’s 190­193 perceptions on English teaching subjects in English department Murniati Murniati

Anxiety factors in delivering ideas of Indonesian EFL learners in 196­211 undergraduate level Nurul Muthmainnah

The use of dictogloss technique on ELT classroom: An 212­226 experiment study of students listening comprehension Muthmainnah Muthmainnah Andi Asrifan Ahmad Al Yakin Chuduriah Sahabuddin

The effect of public speaking training on students’ speaking 227­232 anxiety and skill Hafizhatu Nadia Yansyah Yansyah

Psycho pedagogical aspects of EFL learners’ performance: a 233­237 case study at IAIN of Manado Andi Mukarramah Nagauleng Ahamad Mustamir Waris Saidna Zulfiqar Bi­Tahir

Need analysis: A case study for listening skill at tenth­grade 238­244 students on English learning Nurmalinda Nurmalinda Syarifuddin Ahmad Suleman Bouti

Interactional language use in EFL classroom: Exploring the 245­249 phenomena of mother tongue in Indonesia Widya Rizky Pratiwi

Mother tongue interference on EFL: The case of English 250­254 department students in Udayana university Yana Qomariana Ida Ayu Made Puspani Ni Ketut Sri Rahayuni

The effect of local culture­based material to improve reading 255­260 ability of 8th grade students at state junior high school 9 Yogyakarta Faisal Rahman

Engagement system in the introduction sections of international 261­265 journal articles Reza Fauzan Rahman

Improving students’ writing ability through clustering strategy 266­271 Titin Rahmiatin Andi Rachmawati Syarif

An investigation on student’s interaction in English outside the 274­278 school area Herman Resyadi Muh Safar Nur

Model of intercultural for teaching speaking in higher education 279­288 Titi Rokhayati

Perceptual learning style in English at Tri Dharma Nusantara 289­293 Makassar Economic Science College Esy Sartiah Serliah Nur Sardian Maharani

Application of clustering technique in writing analytical 294­310 exposition text Andi Sadapotto Andi Asrifan Nur Qhadri Natsir

Taking snake and ladder game to build the students vocabulary 311­319 in Indonesian junior high school Nikmawati Safruddin

Developing local wisdom content as ideal ELT materials for 320­327 Indonesia in globalization era Adzanil Prima Septy

Implementing the use of Cambridge English’s teaching and 328­333 learning resources: an evaluation of an English learning program of college students Alfrits Roul Sinadia Kumaidi Kumaidi

Students’ attitude towards the use of twitter as a learning 334­338 English aid Sudiran Sudiran

Using songs to improve students’ pronunciation 339­346 Supeno Supeno

Teaching academic writing by using problem based learning 347­355 strategy Satyawati Surya

Extensive and intensive reading in the EAP class 358­363 Hanna Suteja

A comparison between the use of mistake buster technique and 364­368 online grammar instruction in teaching grammar Andi Tenrisanna Syam Dewi Furwana

Turn­taking analysis in EFL research seminar interaction at 369­373 graduate program of the state university of Makassar Ferawaty Syam Measuring the influence of short teaching practicum to the 374­379 student teachers' sense of self­efficacy Awaluddin Syamsu Hadijah Hadijah

Developing teaching materials through a needs analysis; A 380­387 syllabus design for speaking 1 course at English Department Sawerigading University Makassar Syamsuddin Syamsuddin Jamaluddin Al Afgani

Teachers’ humor as a communication strategyin creating 388­391 positive environment in English course Dzakia Tunnisa

Portfolio as a student’s assessment tool: lesson learned 392­397 Wahjuningsih Usadiati Maida Norahmi

Students’ anxiety in learning English and their attitude towards 398­403 English language Selvie Wahongan Maryone C. Walintukan

The impacts of in­service teacher professional training on the 404­409 development of teachers’ pedagogical content knowledge: insights from junior high school teachers in Mataram, Lombok,Indonesia Untung Waluyo Henny Soepriyanti

The value of linguistics theory to teaching English as a foreign 410­415 language I Ketut Warta

English Language Acquisition (A Case Study of A Young 418­422 Learner) N. M. Ayu Widiastuti A.A. S. Shanti Sari D S. A. Isnu Maharani

The importance of expected learning outcomes in a lesson plan 423­429 (a case study in Balinese and old Javanese departments) N. M. Ayu Widiastuti I G. A. G. Sosiowati Yana Qomariana

Coping with Learning to Speak English Among Senior High 430­435 School Students Adnan Zaid Sri Sarjiyati

What Should Teachers Evaluate before Planning and Operating 436­445 the Teaching and Learning Process? Sri Rahayu Zees

Barriers to the implementation of the 2013 English curriculum in 446­452 high schools in Mataram City: mapping teachers’ problems, needs, and supplementary literacy materials for the 2013 English curriculum Henny Soepriyanti Untung Waluyo Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

The importance of expected learning outcomes in a lesson plan (a case study in Balinese and old Javanese departments)

N. M. Ayu Widiastuti Udayana University

I G. A. G. Sosiowati Udayana University

Yana Qomariana Udayana University

Corresponding e-mail: [email protected]

Abstract: This paper aims at finding out the role of Expected Learning Outcomes (ELO) in producing the Lesson Plan for English for Specific Purposes (ESP) Course taught in Balinese and Javanese Departments, Faculty of Arts, Udayana University. Theoretically, a lesson plan is created based on the needs of the students that in our situation is reflected in the Expected Learning Outcome (what the department wants its graduates to be). Since the students come from two different Departments – Balinese and Old Javanese Departments – and are taught in the same session, comparing the Expected Learning Outcome to find the language needed by the students is necessary to be conducted. A kind of compromising is important to be done to make the learning process useful for those two Departments. The data about the Expected Learning Outcome were taken from the Department document and the additional data were taken from the students to be put as consideration in deciding the teaching materials. The data collected were analyzed qualitatively to decide what teaching materials suitable for the students of both Departments so that the learning process can meet the learning outcomes. The theory of teaching ESP by Hutchinson and Waters (2010) will be used in this research. The results show that the Expected Learning Outcomes are very important to determine the teaching and learning materials and process of ESP. From the graduate profiles and the ELO, students in both Departments need to be given translation theory and practice course. The students in those two different Departments should study ESP in different classes and sessions because translation theory and practice dealing with many cultural terms in Balinese and Old Javanese are not as easy task to do.

Keywords: Expected Learning Outcome; ESP; need analysis; Balinese and Old Javanese students

Introduction Suskie (2004) states that “expected learning outcome refers to specific knowledge, practical English as a foreign language in Indonesia is skills, areas of professional development, taught at all departments at Udayana University attitudes, higher order thinking skill, etc. that for one and/or two semesters as an obligatory faculty members expect students to develop, learn, course that the students have to take. The or master during a course”. It means that the students’ needs in learning English at each expected learning outcome can be used to department are not the same, and lecturers of determine the teaching materials for specific English usually teach English for Specific purposes, not the general ones, so that students can Purposes (ESP). In preparing materials and focus on what they need to learn in order to obtain teaching methods/techniques for ESP, one of the specific outcomes. important things that should be put into consideration is the Expected Learning English course in Balinese and Old Javanese Outcomes (ELO) in which it relates to what each Departments at the Faculty of Arts, Udayana department wants its graduates to be. University is given in one semester (the first

423 N. M. Ayu Widiastuti, I G. A. G. Sosiowati, Yana Qomariana. The importance of expected learning outcomes in… semester) and the students in both Departments are Data analysis grouped into one class. They study English at the same class and session with the consideration that The collected data were analyzed qualitatively to both Departments have few students. The Old show the role of the ELO in deciding appropriate Javanese Department has the smallest number of teaching materials for the students of both students (about four up to fourteen students) in the Departments so that the learning process can meet Faculty of Arts, Udayana University, and it is the learning outcomes. In order to decide English considered as the scarce department not only in for Specific Purpose teaching materials in Indonesia but also in the world. That is the reason Balinese Departments and Old Javanese why the students in those two Departments are Departments, need analysis (Hutchinson and grouped into one class. Waters, 2010) consists of four important parts are necessary to be conducted. The first one is to Apart from few students that both Departments know target needs, that is the needs of learning have, the materials of English for specific English set by those two Departments and their purposes should be based on the expected learning students which include necessities, lacks, and outcomes of each Department. This paper aims at wants; the second is gathering information about finding out how the Expected Learning Outcomes target needs, in this case the description of ELO determines the teaching and learning materials and published by the Departments, the third is process of ESP and whether the students in those learning needs, that is the students’ needs in two different Departments can study ESP together learning English taken from the questionnaires’ in one class and at the same session. results, and the last one is analyzing learning needs, in which the suitable learning materials Methodology can be chosen from analyzing those previous three parts. Data source Result and discussion The Expected Learning Outcomes were taken from the Balinese and Old Javanese Departments Target needs latest documents. Besides, the questionnaire regards to the need analysis were give to the The needs of learning English can be determined students to be put as consideration in deciding the from the graduate profiles of the Departments, in teaching materials. English is taught in the odd this case what the graduates are expected to be. (first) semester in those two Departments. The The graduate profiles in both departments are questionnaires were given to 20 students in based on the results of tracer study, employer Balinese Department and 14 students in the Old survey and analysis of development of jobs in Javanese Departments on Monday, September 4th local, national, regional and global, and they are 2017, at the first meeting of the course. There are used in determining the graduate competences 10 questions in questionnaire related to the standard for each department. The graduate students’ background knowledge about English profiles taken from the documents in Balinese and and needs of studying English. The results of the Old Javanese Departments are the same, in which questionnaire are necessary for the determining the graduates are expected to be: teaching materials besides the ELO that has been set by the Departments. a. a. A scholar and researcher who develops Balinese/Old Javanese language, aksara Data collection (alphabet/characters), and literature b. b. A practitioner of Balinese/Old Javanese The data were collected through note-taking language, aksara (alphabet/characters), and techniques. First, the descriptions of the ELO on literature both Balinese and Old Javanese Departments c. An administrator in government or private documents were collected. Then, the institution questionnaires were given to the students, and the d. An entrepreneur in the fields of translation, results were described descriptively. transliteration, and palm-leaf manuscript writer e. A communicator f. A literature critic g. A manuscript conservator

424 Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

The graduate profiles in both Departments only 1) Believe in God Almighty and show religious differ in the languages – Balinese and old Javanese attitudes. – that the students have to master. From seven 2) Uphold the value of humanity in carrying out types of jobs that the students can have after they duties based on religion, morals, and ethics. graduate from the each Department, the one that 3) Have the contribution in improving the requires the mastery of English, especially in the quality of life of society, nation, state, and writing skill is being a translator and/or an civilization based on Pancasila (The Five interpreter. Basic Principles). 4) Have a role as a citizen who is proud and The graduates might need to translate scripts from loves the country, with the sense of Balinese or Old Javanese into Indonesian, then nationalism and responsibility to the state and into English, or from the source language into nation. English directly as one of the efforts to help 5) Respect the diversity of cultures, religions, foreigners who are interested in understanding the and beliefs, as well as the original findings scripts’ contents. Another type of job that needs and opinions of others. speaking skill of English is a communicator. 6) Be able to work together and have social sensitivity and concern for society and A communicator is “a person who is able to environment. convey or exchange information, news, or ideas, 7) Obey the law and be discipline in social life especially one who is eloquent or skilled” (Oxford and state. Dictionary). It is possibly that graduates who are 8) Internalize academic values, norms, and willing to be communicators should have a ethics. competency in speaking a foreign language, 9) Show responsibility in attitude towards the especially English, so that it is beneficial for their expertise. future carrier in communicating Balinese or Old 10) Internalize the spirit of independence, hard Javanese matters. work, and entrepreneurship. 11) Be communicative in the field of language, In relation with the graduate’s profiles of both literature and culture in particular and Departments, the English for Specific Purposes community in general. needed by the students are writing and speaking 12) Be responsive to the impact of language, skills. To improve students’ writing skill, they literature and socio-cultural issues on society have to read articles in English in order to help and global environment. them improve their vocabulary, grammar and the 13) Be sensitive to linguistic, literary and socio- writing styles in English language. Moreover, to cultural issues. be able to speak fluently, students also need to 14) Be foresighted to the sustainable listen to conversation more often to be familiar development. with English, because they will have two-way of 15) Be co-operative in the team-work communication, that is listen to and response (multidisciplinary) and be accommodative in utterances. Reading and listening practices can be the environment. learned by students as the additional activities, but the main skills in English lesson plan are Old Javanese Departments have the same contents writing and speaking. of Attitude with the Balinese Departments, but with two additional contents as follows: Expected Learning Outcomes – Information about the Target Needs 16) Being logical, critical, and analytical in solving problems. Learning outcomes expected from the graduates in 17) Being adaptive to the development of science Balinese and Old Javanese Department consists of and technology intellectually and culturally. four parts, namely, Attitude, Knowledge, General Skill, and Specific Skill. Both Balinese and Old The students study in those Departments are Javanese Departments have similar contents of expected to have good attitude while they are still Attitude. Below are the contents of the Attitude in studying and after they graduate because the Balinese Departments that consists of fifteen Indonesia is a multi-ethnic country that has descriptions. diversity in cultures and customs. They should

425 N. M. Ayu Widiastuti, I G. A. G. Sosiowati, Yana Qomariana. The importance of expected learning outcomes in… respect other ethnic’s culture and all religions exactly the same general skills that students should exists Indonesia, besides being comunicative, have. The students are expected to be able to: cooperative, responsive to the dynamic changes of 1) Apply logical, critical, and innovative linguistics and literatures. thinking in the context of development or implementation of science and technology There is a slight difference between the that concern in humanity appropriate to their Knowledge in both Departments. The graduates in expertise. Balinese Departments are expected to understand 2) Demonstrate qualified, measurable and the: independent performance. 3) Study the implications of the development or 1) Basic concepts in linguistics and literatures implementation of science and technology 2) Balinese Alphabet and its uses. by taking into account and implementing the 3) Basic concepts of philology. sense of humanity in accordance with the 4) Basic concepts of cultures. expertise, rules and scientific ethics in order 5) Methodology in the fields of linguistics, to have better solutions, ideas, design, or art literatures, and philology. criticism. 6) Concepts, theories and methods of 4) Produce a scientific description of the results translation. of the study in the form of undergraduate 7) Basic concepts of journalism. theses or final project report, and upload them 8) Basic concepts of teaching linguistics and in the university website. literature. 5) Make appropriate decision to solve the problem in the area of expertise based on the Old Javanese Department divides the Knowledge results of information and data analysis. mastery into seven parts, in which the graduates 6) Build and maintain networks with are expected to understand the: counselors, colleagues, both internally and externally. 1) Basic concepts in linguistics and literatures. 7) Take responsibilities for the group work and 2) Old Javanese Alphabet and its uses. to supervise and evaluate the work under their 3) Basic concepts of philology. responsibilities 4) Basic concepts of conservation and 8) Conduct a self-evaluation toward their manuscript writing. responsibilities, and being able to manage 5) Basic concepts of cultures. self-learning. 6) Methodology in the fields of linguistics, 9) Document, store, recover data to ensure literatures, and philology. validity and avoid plagiarism. 7) Concepts, theories and methods of translation. The general skills are likely related to the skills that students in every Department should have, Students in Balinese Department have to among others: to be logical, creative, innovative, understand the eight concepts as stated previously, responsible, avoid plagiarism, etc. The English for but not the concept of manuscript conservation as specific purpose materials in accordance with a part of the knowledge mastery in Old Javanese those specific skills can be the up-to-date and Department. It is because many authentic dynamic ones. manuscripts written in Old Javanese language have been extinct. Meanwhile the mastery of basic If the general skills in the ELO of both concept of journalism in Balinese Department is Departments are the same, the specific skills are not listed in Old Javanese Department because set differently. These are considered as the most Balinese language is still used in communication, important parts in the ELO because they show the especially in Bali, but Old Javanese language is no certain skills that the students in different longer used as a means of communication either Departments are expected to be when they by people in Java or in Bali. From the Knowledge graduate. In terms of the specific skills that in mastery part, the one that has a relation with the Balinese Department, their students are expected English course is the translation to be able to:

The third part of the ELO is the general skills. 1) Collect data related to language, literature, Both Balinese and Old Javanese Departments set and manuscript.

426 Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

2) Read and transliterate Balinese texts into Department have. In relation with those specific Latin and vice versa. skills, English for specific purposes can be given 3) Translate Balinese texts into Indonesian or with the topic to translation as stated in the other foreign languages. specific skills of the ELO numbers 3, 4 and 14 4) Translate Indonesian/foreign language texts (Balinese Department), and number 3 (Old into Balinese using computer applications. Javanese Department). 5) Edit Balinese scripts. 6) Write creative writings in Balinese. Learning needs 7) Give explanations about the uses of language, aksara, and Balinese literature in various The learning needs of the students are described fields. from the answers of the questionnaires given. 8) Become a Balinese language, aksara, and There are ten questions in the questionnaire, and literature counselor. the results are as follows. 9) Deliver Balinese news in media. 10) Be a presenter of Balinese language. 1. English language ability consists of the mastery 11) Present papers and share Balinese language of reading, listening, speaking, writing, grammar, and literature knowledge in various forums. vocabulary and pronunciation. From 20 students 12) Re-write Balinese aksara texts. in Balinese Department, 24% of the students 13) Document and store scripts in digitally. answered that they are weak on those skills, 54% 14) Write a dictionary. are average, 18% are good, and 4% are very good. 15) Have a creative and innovative business It means that they realized that they still need to based on the local genius related to Balinese improve their English skills, especially writing, language, aksara, and literature. grammar and vocabulary that are directly related 16) Become a Balinese language, aksara, and to translation. literature teacher. There are 14 students in Old Javanese Department The students in the Old Javanese Department are who filled in the questionnaire and it shows that expected to be able to: 61% of the students are weak on those skills, 38% 1) Apply four language skills (reading, are average, 1% is good, and none of them listening, writing and speaking) of pura, answered to have very good ability on those kidung, and kekawin. skills. It seems that the students in this 2) Collect, document, and save the original Department are weaker than the Balinese literature, and manuscripts. Department’s students on the mastery of the 3) Understand and apply methods and English skills. techniques of translating Old Javanese language. 2. The second question on the questionnaire is 4) Understand and apply Old Javanese language about their experience in taking informal English in literature groups. course. It is found that 80% of Balinese 5) Transliterate Old Javanese aksara and texts Department’s Students and 86 % of Old Javanese into Indonesian or foreign language with the Department’s students do not take English course. help of information technology. It can be assumed that they have very little 6) Document and store scripts digitally. knowledge about the use of English language. 7) Produce creative and innovative works with classical nuance. 3. The next question is about their experience in 8) Master methods and techniques of mewirama taking English exams, like TOEFL or IELTS. and kidung (sekar agung and sekar madya), There is one student in Balinese Department who and also elaborate them with information took IELTS test and one student in Old Javanese technology. Department who took TOEFL test, and it shows that the rests have lack of experience in taking Balinese language is still spoken nowadays as a English competency tests. means of communication, but Old Javanese language is not, that is why the description of 4. In regards to the question about how often they specific skills that the Balinese Department are use English as a means of daily communication, more various than the ones that the Old Javanese 5% of Balinese Department students always use

427 N. M. Ayu Widiastuti, I G. A. G. Sosiowati, Yana Qomariana. The importance of expected learning outcomes in…

English, 85% seldom, and 10% never. Then, 7% 10. The last question asking about the obstacle or of Old Javanese Department students always use difficulty in learning English, in which there are it, 64% seldom, and 29% never. English is almost five options: not interested, do not have financial never used by the students in both Departments as support, not confident, lack of learning facilities, a daily means of communication. and other reason that can be added or written. Most students, (80% and 50% of Balinese and 5. This next question is ‘whom do they speak Old Javanese students) answered that they are not English with?’ There are 15 students (65%) in confident enough to use English. This reason Balinese Department speak English with friends, might be based in the fact that they seldom use it and the rests are with parents (5%), siblings as it is not the subject related to their main (20%), and with no one (10%) because there are concerns. two students who never speak English (based on the answers to the question no. 4). Moreover, Learning need analysis there are 9 students (64%) in Old Javanese Department speak English with friends and the From the graduate profiles and the Expected others do not use English with anyone. It still Learning Outcomes of both Balinese and Old shows high percentage of the little use of English Javanese Departments, it is clearly seen that as a means of communication. translation and/or interpreting are the most related subjects to the English for Specific Purpose in 6. This question is related to whether their English both Departments that deal with specific skill of ability influences the learning process of Balinese writing and speaking. Writing is one of the or Old Javanese sciences. Based on the answers productive skills in English that needs at least to the questionnaires, 35% of the Balinese upper-intermediate level of English, which covers Department students, and 29% of the Old the comprehension of vocabulary or lexical Javanese students said English does not have a cohesion, grammar and tenses, coherence and relation with the sciences. It seems because the cohesion. Speaking is another productive skill most of the ELO criteria expected the graduates that needs fluency of the speaker with the to deal with Balinese and Old Javanese appropriate use of grammar, tenses, vocabulary, languages. as well as coherence and cohesion. Meanwhile, to be able to achieve the upper-intermediate level, 7. The seventh question is that according to the the students have to improve themselves very students, whether it is necessary to learn English hard because the English skills that they have specific terms related to Balinese and Old seem below the expected criteria seen from the Javanese science. The answers show that 80% questionnaire’s results. and 79% of the Balinese and Old Javanese Departments students think that it is important. It The teaching materials of translation theory and relates with the translation activity that they want practices from Balinese/Old Javanese-English to know what are the translations of the specific Translation and vice versa are considered suitable terms into other foreign language, especially for the lesson plans. They will be given more English. practices in translating the SL texts into the TL texts. Since translation is not an easy task to do, 8. This question is about whether the English especially dealing with many cultural terms in course will be beneficial during the course is Balinese and Old Javanese, the students cannot be taken or after they graduate. It shows 65% of grouped in one class with the same schedule of Balinese students and 79% of the Old Javanese the course. students answered that it will be useful after they graduate or when they work. Conclusion

9. This question is about what skills – among the The Expected Learning Outcomes have very seven skills – are mostly needed to be learned? important roles in determining the materials of The Balinese students answered that it is strongly ESP. without having the ELO as the needed to learn listening and speaking, moreover, consideration, the learning materials will be it is necessary to learn vocabulary. Meanwhile, difficult to be arranged to definitely meet the Old Javanese students said that they need to learn needs of students in learning ESP. Balinese and listening, grammar, vocabulary. Old Javanese Department have similar Expected

428 Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

Learning Outcomes, and the students need to be Departemen Linguistik, Fakultas Ilmu given translation practices. Since the source Pengetahuan Budaya, Universitas languages are different – Balinese and Old Indonesia. Javanese – the students should learn English in Hutchinson, Tom dan Waters, Alan. 2010 (25th different classes so that they will focus on the printing). English for Specifik Purposes: A certain languages involved in translation Learning-Centred Approach. Cambridge: practices. Cambridge University Press. Kementerian Riset, Teknologi, dan Pendidikan Acknowledgements Tinggi Republik Indonesia. 2015. Standar Nasional Pendidikan Tinggi. LPPM (Research and Community Service) Puspitasari, Indah. 2013. English For Computer Udayana University 2017 funded this research. Science: Sebuah Analisis Kebutuhan We would like to express our gratitude to the Bahasa Inggris Pada Mahasiswa Teknik Rector of Udayana University, Head of Research Informatika. Jurnal Pro Bisnis Vol. 6 No.1 and Community Service Udayana University, Februari 2013 Dean of Faculty of Arts Udayana University for Suskie, Linda. 2014.Assessing Student Learning: the support and cooperation. A Common Sense Guide. Wiley Publishing. Qomariana, Yana, Pratiwi, P. A. A., Widiastuti, N. References M. A. 2015. Analisis Kebutuhan Berbahasa Inggris untuk Jurusan Non Bahasa di Badan Penjaminan Mutu Universitas Udayana. Fakultas Sastra dan Budaya, Universitas 2016. Standar Universitas Udayana. Udayana. Paper pada Seminar Naional Denpasar: Universitas Udayana. Sains dan Teknologi, Universitas Udayana, Faziatul, Husna. 2013. Analisis Kebutuhan 2015. Mahasiswa Teknik Komunikasi Terhadap Kemahiran Berbahasa Inggris (Skripsi).

429