







































English Language Teaching,  
Applied Linguistics and Literature 

Vol. 5 No. 1 (2024) 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 

103 

ELTALL 

DEVELOPING AN ENGLISH COURSE TEACHING PLAN FOR 
A SEMESTER FROM THE TASK-BASED LANGUAGE 

TEACHING (TBLT) FOR MATHEMATICS DEPARTMENT 
STUDENTS AT ZAINUL HASAN ISLAMIC UNIVERSITY OF 

PROBOLINGGO  
 
Zainuddin 

Universitas Islam Zainul Hasan Genggong Probolinggo, Indonesia 

zainuddintutik@gmail.com 

 

Beny Hamdani 

Universitas Islam Zainul Hasan Genggong Probolinggo, Indonesia 

benyhamdani.ielts9.consultation@gmail.com 
 

ABSTRACT 

The development of a Teaching Plan for a Semester (TPS) is directly related to the 
analysis of competency standards, teaching methods, and learning evaluation. Based on 
that, the specific targets to be achieved in this research include two things. The two 
objectives are (i) to formulate graduates' English learning outcomes based on needs 
analysis and objective analysis of input English proficiency and (ii) to design learning 
materials to meet the formulated learning outcomes. In general, the research method used 
is the development research method of Gall, Borg, Van den Akker, Gravemeijer, 
McKenney, and Nieven. Meanwhile, the approach used in this study is a combination of 
the ADDIE approach from Branch and the systems approach from Dick and Carey. The 
results of the study show that the level of English language needs indicated by 
stakeholders must be adapted. This adaptation is based on input competencies that do not 
meet the standards to be put into the ESP stage purely. Therefore, the design of the ESP 
lesson plan is still carried out by considering matters related to the input of general 
English competence. 
 
 
Keywords: Teaching Plan for a Semester, English for Specific Purposes, Mathematics 

 
 

INTRODUCTION 

According to Government Regulation Number 32 of 2013 which is a 

refinement of Government Regulation Number 19 of 2005 concerning the 

National Education System, lesson planning is the preparation of learning 

implementation plans for each learning content. The Minister of Education and 

Culture Regulation Number 49 of 2014 concerning the National Higher 

Education Standard plan contains a learning process plan presented in the form 



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of a Teaching Plan for a Semester (TPS). With the TPS learning achievement 

standards, learning materials, learning processes, and learning evaluations can 

be controlled optimally. With the TPS, variations in the four components caused 

by differences in teachers from one another can be minimized. 

TPS is determined and developed by lecturers independently or together 

with a group of experts in a field of science and/or technology in the study 

program. The TPS was prepared according to the Minister of Education and 

Culture Regulation Number 49 of 2014 concerning National Higher Education 

Standards and was updated with the Minister of Technology Research and 

Higher Education Regulation Number 44 of 2020 concerning National Higher 

Education Standards. The important content that must be contained in the 

Teaching Plan for a Semester (TPS) includes (i) graduate learning outcomes 

assigned to Courses, (ii) final abilities planned  at  each learning stage to meet 

graduate learning outcomes, (iii) study materials related to abilities that will be 

achieved, (iv) learning methods, 

The purpose of learning English for polytechnic students, in particular, is 

to equip graduates with English competency by the needs of its users in the world 

of work. In other words, the targeted English competency is a specific English 

competency required in the world of work that is added to their educational 

qualifications. Because of this, learning English includes learning English for 

Specific Purposes (ESP). Basturkmen (2010, p.17) that ESP is designed to teach 

"language and communication skills that specific groups of language learners 

need or will need to function effectively in their disciplines of study, professions 

or workplace”. The same thing was also stated by Paltridge and Starfield (2013, 

p.2) that "English for specific purposes (ESP) refers to the teaching and learning 

of English as a second or foreign language where the goal of the learners is to use 

English in a particular domain”. 

ESP learning is different from learning English for General Purposes 

(EGP). This difference does not lie in the general approach to learning but in the 

process of preparing lectures which are reflected in the content (content) teaching 

materials. That is why Hutchinson and Waters (1987, p.53) stated briefly that the 

difference between ESP and EGP is "in theory nothing, in practice a great deal". 

The essence of ESP learning lies in “the language, skills, and genres appropriate 

to the specific activities the learners need to carry out in English” (Paltridge & 

Starfield, 2013, p.2). This means that one of the keys to developing ESP learning 

lies in the development of teaching materials. 

Hutchinson and Waters (1987, p.106), in this case, state that "a large 

amount of the ESP teacher's time may well be taken up in writing materials”. The 

development of ESP teaching materials cannot be done casually because it is 

closely related to the importance of a good understanding of translating the 



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needs and expectations of learners into objectives. ESP learning in the classroom 

(Cheng, 2011). Of Course, this work should be based on a needs analysis (needs 

analysis) as well as an analysis of existing objective conditions for the short-term 

term and long-term interests. Short-term interests refer to English language 

competencies that are ready to be applied when graduates are looking for a job 

and starting a career. Meanwhile, long-term interest refers to English competence 

for further career development.  Therefore, needs analysis is the most important 

stage in developing ESP Courses and teaching materials (Basturkmen, 2010). 

One of the ESP development approaches is approaches-based language 

teaching (TBLT) which arises generally rooted in educational theories that 

emphasize the importance of experience in the learning process (Chun & 

Guofang, 2011). The TBLT approach is an approach to learning a second language 

or a foreign language that combines theory and practice with a focus on 

measurable learning outcomes in the form of task completion (tasks) (Norris, 

2009). The emergence of the TBLT approach in learning a second language or a 

foreign language itself is always associated with "the Bathegaloree Project” 

(Prabhu, 1987) which started in 1979 and ended in 1984. Meanwhile, the 

communicative approach in language learning and teaching is the big framework 

used in the project. 

Therefore, the TBLT approach is essentially a development of a 

communicative approach to learning and teaching a second language 

(Littlewood, 2004). The TBLT approach in foreign Language  is based on the fact 

that many people can use a foreign language effectively to complete a task even 

though their grammar skills are still limited and they still make many mistakes 

(Willis & Willis, 2007). For example, there's a lot of second language acquisition 

research to show that one can well tell a past event while there are still many 

mistakes in the grammatical features that should be used for that. In essence, this 

fact also occurs in the early stages of first language acquisition (Kusmanto, 2003, 

2004). A child can communicate past events well even though he cannot yet use 

the grammatical features that work for that purpose. The difference is that the 

acquisition gap is even greater for adult foreign language learners. Based on that, 

Prabhu (1987) believes that foreign language learners will be able to learn a 

foreign language effectively if their minds are focused on completing one task 

rather than only focusing on the language itself. 

More broadly, Ortega (2009) explains that the theoretical foundations of 

the TBLT approach in foreign language learning and teaching are based on use-

oriented second language acquisition theories, namely interaction, sociocultural, 

and ecological approaches. The interaction approach lays the foundation for the 

importance of foreign language learners engaging in communicative activities so 

that they have adequate quality input language as a functional language 



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acquisition environment in their lives. The sociocultural approach lays the 

foundation for the benefits of direct involvement by language learners with 

pedagogical activities that are created according to social and cultural conditions 

in the real world. In this case, this approach emphasizes the importance of 

collaborative dialogue in designing communicative activities that are used as 

pedagogical communicative activities. Finally, the ecological approach lays the 

important foundation of involving learner motivation and intentions in using 

language to achieve a certain goal.  

The explanation above shows that the approach TBL is the development 

of a communicative approach in foreign language learning. This development 

lies in the design of communicative tasks that are designed to be functional with 

the needs of the learner's experience. More than that, the TBL approach is based 

on the principle of providing opportunities for learners to deal directly with the 

completion of pedagogical tasks that are directly related to tasks experienced by 

real-life learners (Ellis, 2003; Bogaert, Van Gorp, and Bultynck, 2006). 

Term "tasks“ in the TBLT approach is necessary to define beforehand 

because in reality there are various meanings of the term tasks in this matter 

(Sanchez, 2004). Term "tasks " in the everyday sense can cover a very large variety 

of activities. All activities in learning a foreign language such as activities in 

learning grammar in general can also be said as tasks. Term tasks in the TBLT 

approach do not refer to that understanding. In this case, Willis (1996:23) states 

that in some books the word 'task' has been used as a label for various activities 

including grammar exercises, practice activities, and role plays. As I shall show. 

These are not tasks in the sense the word is used here. 

Prabhu (1987, p.24) defines tasks as "an activity which required students 

to arrive at an outcome from given information through some process of thought, 

and which allowed teachers to control and regulate that process”. Understanding 

"tasks According to Prabhu, it contains two important elements, namely Task 

completion (task completion) as learning outcomes and (ii) thinking processes 

when in the process of completing their assignments. The definition of the term 

"tasks "according to Prabhu is generally similar to the general understanding of 

the term “tasks" according to Willis (1996, p.23) as "activities where the target 

language is used by the learner for a communicative purpose (got or to achieve 

an outcome”. definition "tasks” is an activity that applies the principle of learning 

foreign languages that (i) meaning is a primary element, (ii) learners are not 

trained to imitate meanings that have been made by others, (iii) there is a 

connection with activities in the real world, (iv) completion of a task become a 

priority, and (v) task assessment is based on the output it produces (Van den 

Branden, 2006). 



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Based on these five definitions Van den Branden (2006, p.4) concludes that 

the main theoretical concept contained in the term "tasks" in TBLT refers to "an 

activity in which a person engages to attain an objective, and which necessitates 

the use of language”. Definition of the term "tasks “This also emphasizes the 

output in the form of aspects of completing assignments that must be able to be 

carried out by learners using language. In this case, using language is positioned 

as a means used to achieve a certain goal or s, the theoretical concept in the term 

"tasks” does not refer to pieces of language features but rather to 'tasks' which 

are communicative, functional, and holistic.  In other words, the learner does not 

only learn a language to know and understand its functional uses but also to be 

able to use it functionally. 

The successful implementation of TBLT in learning English has been 

widely reported by previous related studies. The application of TBLT increases 

the motivation of non-English learners in learning vocabulary at Community 

Colleges, in Vietnam (Thanh and Huan, 2012), Butler (2011) also reports the 

success of implementing TBLT in learning a second language in the Asia Pacific 

region although he also reports the need for adaptation in designing and develop 

TBLT. Pica (2005) also reports that  the effective application of TBLT can direct 

the learner's attention to problems of form, function, and meaning in language 

use. 

Based on this background, TBLT will be studied to be applied to students 

of the Mathematics Department of the Zainul Hasan Islamic University 

(UNZAH) Probolinggo. There are four objectives to be achieved. The three 

objectives form the basis for achieving the fourth objective which is applied. The 

three objectives are (i) To identify the English language competencies expected 

by users (user) on UNZAH, (ii) describes the English proficiency profile of 

UNZAH's input, (iii)Designs appropriate English learning outcomes by the 

English language competencies expected by users (user) and input English 

proficiency profile. Meanwhile, based on the results of the three objectives, the 

final objective of this applied research is to develop a teaching plan for a semester 

as a blueprint for producing the expected Mathematic English learning outcomes. 

 
METHODS 

The applied research design is evaluation research and development 

research. Gall and Borg (2003) use the label "Educational Research and 

Development (R&D) to refer to program development research in education. In 

particular, Nunan (2004) includes it as a type of program evaluation research. 

Research development activities in education essentially consist of two activities, 

namely (i) program evaluation research and (ii) program development research. 



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The development of a program is based on the results of program evaluation 

research and so on programs that have been developed are tested and 

continuously evaluated and developed to obtain the same or even better 

standards. Therefore, Thomas and Pring (2004) generally label educational 

development activities as "Evidence-Based Practice in Education”. 

The Development of a Teaching Plan for a Semester (TPS) is essentially 

part of a large process in the learning model development program. The 

development model used in this study applies the ADDIE approach (Branch, 

2009) and the systems approach (Dick, Carey, & Carey, 2001). The two 

development models are approaches suitable for application in program 

development addition which is shown in Figure 1. 

 

Figure 1. General Model of the ADDIE Approach 

The object of this research is ESP in the curriculum of the Mathematics 

Department Zainul Hasan Islamic University Probolinggo. By the Minister of 

Education and Culture Number 49 2014 concerning the National Higher 

Education Standards, the research object includes elements that must be realized 

in lesson plans, such as learning outcomes, study materials, learning methods, 

success indicators, and evaluation instruments. The object of this research is also 

directly related to research on the English language competence of Mathematics 

students, the need for English by the users, and learning facilities. Meanwhile, 

research locations are generally conducted in the Department of Mathematics. 

Some of the research was carried out outside the Zainul Hasan Islamic University 

of Probolinggo, especially in providing data related to needs analysis based on 

stakeholders, users, graduates, and tracer study towards alumni. 

 

FINDINGS AND DISCUSSION 

The research results presented are divided into three (3) sections according 

to the research plan. The first part is the presentation of the results of the analysis 

stage, the second part is the presentation of the results of the design stage, and 

the third part is the presentation of the results of the development research stage. 

 Analyze  

   

  
 



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Results and Discussion of Competency Analysis Stage According to Users and          

Alumni 

The results of the first analysis stage are related to the analysis of the needs 

of English language competence according to users (users) and alumni. Users 

who are used as subjects are companies that are projected to need skilled workers 

and graduates from the Department of Mathematics.  Meanwhile, alumni were 

used as respondents because they had experienced two different areas, namely 

the area of education while they were in college and the area of work after they 

graduated. Information extracted from users and alumni is obtained through a 

questionnaire. The questionnaire to collect this information is designed in three 

parts. The three parts are (i) whether English is important or not in the world of 

work, (ii) what types of English competence are needed, and (iii) internal English 

competency improvement programs. The results of the questionnaire are 

presented in Table 1. 

Table 1. User and Alumni Questionnaire Results 

No Component 
Code user Code alumni 

1 2 3 4 5 1 2 3 4 5 

A. Is English Important or Not 
1 What is a person's need for learning English? 4 4 4 4 4 4 4 4 4 4 
2 How necessary is English competence for 

employees in the company you work for? 
4 3 3 4 4 4 4 4 4 4 

3 How high is the relationship between English 
competence for an employee with his role and 
career in a  company? 

3 3 3 4 4 3 3 3 3 3 

4 How many employees in the company Mr/Ms 
work who has English proficient  

3 3 2 3 4 2 3 2 3 3 

B. Competency Components 
1 Do you need listening skills and competence in 

English for your position in the company? 
3 3 2 2 3 3 3 3 3 3 

2 Do you need speaking skills in English for your 
position in the company? 

3 3 4 3 4 4 4 4 4 4 

3 Do you need reading skills in English for your 
position in the company? 

3 2 3 4 3 3 3 3 4 3 

4 What are the English competency topics below 
required in your company? 

3 3 2 3 4 3 3 2 4 4 

 a. Introduce yourself and others 4 4 4 4 4 4 4 4 4 4 
 b. Mastery of spelling and numbers 3 3 3 4 3 3 3 3 3 3 
 c. Tool name, function, and description 4 4 4 4 4 3 4 4 4 4 
 d. Describe the location and position 4 4 4 4 4 3 3 4 4 4 
 e. Describe the movement and direction of 

movement 
3 3 3 3 3 4 4 3 3 4 

 f. Understanding manuals 4 4 4 4 4 4 4 4 4 4 
 g. Order work in sequence 3 3 3 2 3 4 3 3 4 3 
 h. Describe the work routine 3 3 3 4 4 4 4 4 4 4 
 i. Understand and explain K3 3 3 3 4 3 3 3 3 3 3 
 j. Doing Presentations 4 4 3 4 4 4 4 4 4 4 

 k. Participate in technical meetings 3 3 3 3 4 4 4 3 4 4 
 l. Investigate work accidents 1 1 2 1 1 2 1 2 1 1 



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No Component 
Code user Code alumni 

1 2 3 4 5 1 2 3 4 5 

 m. Make a report 3 3 3 4 4 4 3 4 4 4 
 n. describing system 2 2 3 2 3 3 2 3 2 4 
 o. Interview 0 0 1 1 1 0 0 0 0 0 
 p. Report work accidents 0 0 1 1 1 0 0 0 1 1 
 q. Create job advertisements 0 0 0 1 0 0 0 1 1 0 

C. Internal Development 
1  Should companies make English language 

improvement training for their employees? 
4 4 4 4 4 4 4 4 4 4 

2 Do you agree that Employees who master English 
will get higher salaries than those employees who 
can’t speak English? 

3 3 4 4 3 4 4 4 4 4 

3 Should English be the requirement to be an 
employee in this company? 

3 4 4 3 4 4 4 4 4 4 

 

Table 1 shows that further research has not only been used by a general 

user to that English competence is a competency that is needed in today's 

world. The lowest mean value of the questionnaire in part A is a value of 3 

(necessary) and the highest is a value of 4 (very necessary). The range of these 

differences is due to differences in the degree of company scale. Multinational 

companies that have moved internationally have a value of 4. The company 

if websites in English but many administrative documents are also in English 

or at least bilingual. 

Although at a slightly different level of detail, in general, the results are 

the same as shown in Table 4. In general, alumni give a higher assessment of 

the importance of English today. A simple deepening done on the 

questionnaire shows that, as actors who subjectively feel themselves, alumni 

assess that English competence makes it easier for them to get jobs, carry out 

work, and improve their careers. Table 1 shows the importance of current 

English competence both in terms of (i) the interests of companies and (ii) the 

interests of graduates. 

The overall mean score for part A given by users is 3.5. Meanwhile, the 

overall average score for part A given by alumni is 3.4. The two average 

scores obtained show the importance of English competence both for the 

benefit of company progress and for the benefit of alumni in finding work, 

carrying out work, and developing their careers. However, in general, alumni 

still consider that the reality of career development in the field does not 

depend on English competence, even though English competence is indeed 

required. What this means is that English competence is required but there 

are other determining factors in career development. These other 

determinants will be able to get more value when English competence is also 

meanwhile, the language competence that received the highest rating to be 

mastered was speaking competence. 



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Furthermore, it shows that oral communication is the most frequently 

experienced activity and is the main competency to be mastered. The next 

competencies that need to be mastered are writing and reading competencies. 

Meanwhile, listening competence is considered the lowest competency 

prioritized. This is because listening competence is understood as a skill that 

is learned separately. When respondents were shown several examples of the 

importance of listening competence, they stated that they realized that 

listening competence was also important, it's just that they wanted this 

competency not to be taught separately as a separate competency. 

Meanwhile, competent Language English in the topics needed to be owned 

by Uby users and alumni is presented in Table 2. 

Table 2. Sequence of Competency Requirements 

No 
User Rating  Alumni Assessment 

Topic Mark Topic Mark 

1 Introduce yourself & others 
Name 

4 Introduce yourself & others 4 

2 1 function, tool description 4 Understand the manual 4 

3 2 Description of position and 
location 

4 Explaining the Work Routine of 4 

4 3 Understand the manual 4 Making Presentations 4 

5 4 Doing Presentations 3 Name, function, and description 
of the 

3,8 

6 5 Explaining the Work Routine of 3,8 Technical Meeting tool 3,8 

7 6 Making Reports 3,4 Make a report 3,8 

8 7 Spelling and Numbers 3,2 Description of position and 3,6 

9 8 Movement and direction of 
movement 

3,2 location Movement and 3,6 

10 9 Understand K3 3,2 The direction of movement 
Instruct 

3 

11 Engineering Meeting 3,2 Spelling and Number work 3 
12 Instruct the job Explain 2,6 Understanding K3 3 
13 the system 2,6 Describe the system 2,8 
14 Work Accident Investigation 1,4 Work Accident 1,4 
15 Interviewing 0,8 Investigation Work 0,4 
16 Work accident reports Create 0,6 accident report Create Ads 0,4 
17 Advertisements 0,2 Interview 0 

Table 2 shows that in general, the assessment of users and alumni of the 

English language competencies that must be mastered is not too much 

different. This shows the uniformity of English language competence desired 

by the world of work, especially Mathematics alumni. 

English Teaching and Learning Process (TLP) Documents and Process in the 

Department 

Analysis results to document English from time to time are not 

accompanied by a rationale that includes the expected output competencies 



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and the requirements for achieving these competencies including the 

consequences of changing the composition of the material. In essence, 

document analysis shows that there is no clarity on the English competency 

targets that must be achieved by students, and what materials must be 

provided to achieve these The English Teaching and Learning Process (TLP) 

Curriculum in the Department shows that the English Course has undergone 

two fundamental changes. Until the late 1990s, English was taught for 4 

semesters with a duration of 4 hours per week. The first changes occurred in 

the early 2000s. This change changed TLP English to only 2 semesters with a 

duration of 4 hours per week. The next change occurred a decade later, 

namely in 2012/2013. This recent change changed the TLP of English to only 

2 semesters with a duration of 2 hours per week. 

The results of the analysis of the curriculum documents also show 

changes in TLP targets, and what basic qualifications students must have to 

achieve these targets within the allotted time. 

 
English Competency Input 

Before 2021, the English competency input for the Mathematics 

Department could not be known with certainty. Since 2022 the input English 

competency for the Mathematics Department can already be seen based on 

the mapping report from the Zainul Hasan Islamic University Probolinggo 

Language. The English competency input for the Mathematics Department 

was restated from the English Mapping Report for new UNZAH students for 

the 2020/2021 and 2021/2022 academic years. 

 
Diagram 1. Percentage of Score Acquisition of Mathematics Students 

Based on diagrams 1 and 2 presented, it appears that in general the 

English language competency of the Mathematics Department is still low. 

These input competencies form the basis for designing and developing TLP 

English which will be carried out in the next section. 

Results and Discussion of the Design Stage Based on the results of the 



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research analysis and discussion that has been briefly presented in section 

4.1, an English Semester Learning Plan (TPS) for Mathematics Department 

students can be designed. To design the TPS-ENG-UNZAH, three factors 

form the basis. The three factors, obtained from the analysis and discussion 

in the previous section, are (i) competency topics desired by the company, (ii) 

input competency level, and (iii) time allocation provided. 

Based on the results of the questionnaire presented in Table 2, there 

needed in the world of work. The 11 topics are based on the results of user 

and alumni assessments as shown in Table 2. If the 11 topics must be taught 

to students, then there are at least 5 topics for each semester. If in one semester 

there are 10 effective meetings for face-to-face learning, then one topic is 

carried out in two meetings. At a glance, the 11 topics can be carried out in 

two semesters. 

However, several topics are not enough to be carried out only in two 

face-to-face meetings including the exercises. These problems are 

compounded by relatively low input competencies. Based on the factual 

analysis considerations, the topics that will be included in the lesson are 

topics that are above rather necessary or close to very necessary according to 

Table 2. These topics are topics whose rating scores from users and alumni 

reach a minimum score of 3,5. Based on the analysis of the results in Table 2, 

the topics that will become the material are at least 11 topics with competence 

served in Table 3. 

Table 3.  Topics Designed to Become Learning Materials 

No 
User Rating Alumni Assessment 

Topic Mark Topic Mark 

1 Introduce yourself & others 
Name 

4 Introduce yourself & others 4 

2 10 function, tool description 4 Understand the manual 4 

3 11 Description of position and 
location 

4 Explaining the Work Routine of 4 

4 12 Understand the manual 4 Making Presentations 4 

5 13 Doing Presentations 3 Name, function, and description of 
the 

3,8 

6 14 Explaining the Work Routine 
of 

3,8 Technical Meeting tool 3,8 

7 15 Making Reports 3,4 Make a report 3,8 

8 16 Spelling and Numbers 3,2 Description of position and 3,6 

9 17 Movement and direction of 
movement 

3,2 location Movement and 3,6 

 

9 topics will become English learning material for students in the 

Mathematics Department.  The 9 topics are then designed into two parts of 

daily activities that will be used as material for Mathematics English (M.E) 1 



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and the rest will become material for Mathematics English (M.E) 2. The 

division design is presented in Table 4. 

Table 4.  Semester Topics 

No Mathematics English 1 Mathematics English 2 
Topic Topic 

1 Introduce yourself & others Name 1 Explaining the Work Routine  
2 18 Spelling and Numbers 2 Making Reports 

3 19 Tool Name, Function, description 3 Technical Meeting 

4 20 Description of position and location 4 Doing Presentation 

5 21 Movement and direction of 
movement 

  

6 22 Understand the manual   

 

In addition to the topics that have been obtained from the results of 

questionnaires and interviews with users and alumni, there is one topic that 

needs to be added to M.E 2 based on the results of interviews with students. 

These topics include competency in reading job vacancies, making job 

application letters, and compiling curriculum vitae. Thus, the topics that will 

be used become Like in Table 5. 

Table 5.  Topics per-Semester revision 

No 

Mathematics English 1 Mathematics English 2 

Topic Topic 

1 Introduce yourself & others Name 1 Explaining the Work Routine  

2 23 Spelling and Numbers 2 Making Reports 

3 24 Tool Name, Function, description 3 Technical Meeting 

4 25 Description of position and location 4 Doing Presentation 

5 

26 Movement and direction of 

movement 

5 Looking for work 

6 27 Understand the manual   

 

Results and Discussion of Development        Stage 

The first to be developed in TPS after competency-related topics the 

English required by the user is specified. The results of the development of 

the Learning Outcomes, of M.E 1, and M.E 2 are presented in Table 6. 
Table 6. Learning Outcomes of M.E 1 and M.E 2 Courses 

No Topic Course learning outcomes 

Mathematics English 1 
1 Introduce yourself & others Name After participating in the M.E 1 

course learning program, students 
can use English orally and writing 
skills as well as understand English 
text related to matters as contained 
in the topics that have been 
determined 

2 28 Spelling and Numbers 
3 29 Tool Name, Function, description 
4 30 Description of position and location 
5 31 Movement and direction of 

movement 
6 32 Understand the manual 

Mathematics English 2 



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No Topic Course learning outcomes 

1 33 Explaining the Work Routine  After participating in the M.E 2 
course learning program, students 
can use English orally and writing 
skills as well as understand English 
text related to matters as contained 
in the topics that have been 
determined 

2 34 Making Reports 
3 35 Mathematics Meeting 
4 36 Doing presentation 
5 37 Looking for a job 

 

Learning Objectives and Achievement Indicators 

The Learning Objectives, of M.E 1, and M.E 2 are presented in Table 7. 

Table 7.  Learning objective of M.E. 1 and M.E 2 

No Topic Learning Objectives and Indicators 

Mathematics English 1 
1 Introduce yourself & others Name Students can introduce themselves and 

others in English 
2 38 Spelling and Numbers Students can use the alphabet and 

numbers in English for technical 
measurement purposes 

3 39 Tool Name, Function, description Students can describe in English 
related to the scope of mathematics 
subject 

4 40 Description of position and location Students can describe in English about 
location and position 

5 41 Movement and direction of 
movement 

Students can describe in English the 
direction and location 

6 42 Understand the manual Students can follow instructions and 
manuals in English 

Mathematics English 2 

1 43 Explaining the Work Routine  Students can explain work routines in 
English 

2 44 Making Reports Students can make work report in 
English 

3 45 Mathematics Meeting Students can open and close meetings, 
agree and disagree, and conduct the 
result a meeting in English  

4 46 Doing presentation Students can make presentations in 
English  

5 47 Looking for a job Students can understand job vacancies, 
make cover letters and CVs, and 
conduct interviews in English. 

 

Development of Study Materials  

Based  on the results of the development of the learning objectives that 

have been presented in Table 7, then the study material used to achieve the 

learning must be implemented in learning and then revised. This stage is 

related to the implementation stage in learning development and will be the 

next research. The results of developing objectives Development of the 



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material developed. The learning study material for M.E 1 is presented in 

Table 8. Meanwhile, it is not final. To get the final result, study material results 

for developing study material for M.E 2 are presented in Table 9. 

Table 8. Development of M.E 1 Material 1 

No Topic Study Material 

Mathematis English 1 
1 Introduce yourself & others 

Name 
- Informal and formal atmosphere 
- British and Indonesian cultural differences 
- Grammar: (to be from), (live in, on, at), (present & 
past) 
- Vocab: (nationality, occupation, address) 

2 48 Spelling and Numbers - Introduction of self and others (continued) 
- Technical figures in English B 
- Grammar: (can you), (could you), (will you), 
(would you) 
- Vocabulary: (numbers in everyday use and 
mathematics) 

3 49 Tool Name, Function, 

description 

- Workshop tools and instrumentation 
- Grammar: (this, these, that, those), (to be is, are), 
(singular, 
plural), (passive voice) 
- Vocabulary: (tools, gauge, is used to/for) 

4 50 Description of position and 

location 

- Describes the position and location of an object 
- Grammar: (where is/are), (prepositional phrase) 
- Vocab: (locative preposition) 

5 51 Movement and direction of 

movement 

- Explaining the movement and direction of 
Grammar 
- technical movement: (wuestion word how, 
present test)- 
- Vocab: (movement direction) 

6 52 Understand the manual - Read and understand the instruction manual 
- Grammar: (imperative, do not, must, have to 
ought to, 
should) 
- Vocabulary: (verbs relating to technical manuals) 

 

Table 9. Development of M.E 2 material 2 

No Topic Study Material 

Mathematics English 2 

1 53 Explaining the Work Routine  - Work routines in various divisions 
- Grammar: (present tense) 
- Vocab: (habit, used to, get adapted to, every day, 
frequently, often) 

2 54 Making Reports - Reports on various activities in the world of work 
- Grammar: (past tense, future tense) 
- Vocab: (linking words; firstly, secondly, finally, 
then, therefore, 
etc) 

3 55 Matehematics meeting - Different types of meetings in the world of work 
- Grammar: (negative form, polite form) 
- Vocab: (agree, disagree, I was wondering.. 



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No Topic Study Material 

4 56 Doing presentation - Design draft presentation 
- Grammar: (pasat, present, and future tense) 
- Vocabulary: (linking words, polite form 

5 57 Looking for a job - Seluk hasn't looked for a job yet 
- Grammar: (shortened form of construction) 
- Vocab: (words relating to job hunting 

 

Research has succeeded in developing TPS based on stakeholder needs. 

This means that the development of TPS has also adopted the TBLT 

approach, namely developing learning materials based on things that are 

needed by students in the world of work that they will enter. This is also 

reinforced by the alignment of the haunted results as shown by the results of 

the questionnaire from the industry and the results of the alumni 

questionnaire. However, the study also found that the input English 

competency was still relatively low to be fully included in the ESP class. 

Therefore, the design of the TPS is made in such a way that it can still 

accommodate students' English competence which is still low. 

 

CONCLUSION 

Research has succeeded in developing TPS based on stakeholder needs. 

This means that the development of TPS has also adopted the TBLT 

approach, namely developing learning materials based on things that are 

needed by students in the world of work that they will enter. This is also 

reinforced by the alignment of the haunted results as shown by the results of 

the questionnaire from the industry and the results of the alumni 

questionnaire. However, the study also found that the input English 

competency was still relatively low to be fully included in the ESP class. 

Therefore, the design of the TPS is made in such a way that it can still 

accommodate students' English competence which is still low. 

TPS is a prerequisite that must be met in the implementation of the 

Teaching and Learning Process (TLP) for a Course based on the Minister of 

Education and Culture Regulation No. 49 of 2014 concerning National Higher 

Education Standards. TPS.M.E for students in the UNZAH Mathematics 

Department was developed based on empirical research. Therefore, it is 

suggested that the development of lesson plans can be used as a model for 

the development of lesson plans taught at UNZAH. The development of this 

TPS still uses questionnaire data from a relatively small number of 

companies. For this reason, it is necessary to have other studies so that they 

can increase the reliability and validity of the questionnaire results that have 



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been presented in this study. 

In addition to the suggestions above, another problem that needs to be 

considered is the competence of the input English. To be able to fully develop 

TPS according to industry needs, input English competence needs to be 

improved with certain limitations. The implementation of ESP cannot be 

carried out ideally if the students' general English competence is inadequate. 

In the end, what happened was not implementing ESP but returning to 

general English learning. 

 

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