ENGLISH MATERIAL TAUGHT IN INDUSTRIAL WASTE TREATMENT

DEPARTMENT

By:

Citra Agustina1, Istiqlaliah Nurul Hidayati2,Atti Herawati3

ABSTRACT

The title of the research is “English Material Taught in Industrial Waste Treatment Department”
which is to describe the English Material Taught in Industrial Waste Treatment Department,
focusing on materials taught by the English lecturers. The research question is “What is the
English material taught in Industrial Waste Treatment department?” The research is conducted to
the fourth grade students of AKA Bogor. In conducting this research, descriptive method is used
and the data are gained from documentation, observation and interview. All instruments are given
to the English lecturers in Industrial Waste Treatment department who becomes the participants of
this research. In order to validate the data, triangulation method is also done. Based on the data
analysis, the writer finds out that the English lecturers of Industrial Waste Treatment department at
Politeknik AKA Bogor teaches basic understanding / concept on chemical, which is suitable with
the need of the students.

Keywords: English for specific purposes, English material taught, descriptive, basic
understanding, chemical waste department.

ABSTRAK

Judul penelitian ini adalah "Bahan ajar Bahasa Inggris yang Diajarkan di Bagian Pengolahan
Limbah Industri" yang mana mendeskripsikan tentang bahan ajar Bahasa Inggris yang diajarkan
di Bagian Pengolahan Limbah Industri, dengan fokus pada materi yang diajarkan oleh dosen
bahasa Inggris. Pertanyaan penelitiannya adalah "Apa bahan ajar bahasa Inggris yang diajarkan
di Bagian Pengolahan Limbah Industri?". Penelitian dilakukan terhadap mahasiswa semester
empat di AKA Bogor. Dalam melakukan penelitian ini, metode deskriptif digunakan dan data
diperoleh dari dokumentasi, observasi dan wawancara. Semua instrumen diberikan kepada dosen
bahasa Inggris di Bagian Pengolahan Limbah Industri yang menjadi peserta penelitian ini. Untuk
memvalidasi data, metode triangulasi juga dilakukan. Berdasarkan analisis data, penulis
mengetahui bahwa dosen pengajar di Bagian Pengolahan Limbah Industri di Politeknik AKA
Bogor mengajarkan pemahaman / konsep dasar tentang kimiawi, yang sesuai dengan kebutuhan
mahasiswa.
1
Student of English Education Study Program
2
Lecturer of English Education Study Program
3
Lecturer of English Education Study Program

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Kata kunci: Bahasa Inggris untuk tujuan tertentu, bahan ajar bahasa inggris yang diajarkan,
deskriptif, pemahaman dasar, departemen limbah kimia.

INTRODUCTION their learning. They can decide what kind of

Students in Indonesia learn English
because English is a global language.
Therefore, it becomes more important in
globalization era because it is needed for
communication and many books are written
in English language. To learn English,
students must be able to know skill of
English. It is divided into four skills;
listening, reading, speaking and writing.
Listening and reading are called receptive
skills. Besides, speaking and writing are
called productive skills.
There are many kinds of education
programs in Indonesia. Students can choose
any program that they want to learn, for
example Industrial Waste Treatment. This is
a program about chemical waste. Students
who take this program will learn about
organic chemistry and inorganic chemistry,
physics, industry psychology, chemical
industrial equipment. One of the
requirements for this program is that the
students must have graduated from natural
science program in senior high school.
English they need to learn. Hutchinson and
Waters (1987:19) said that ESP is an
approach to language teaching in which all
decisions as to content and method based on
the learners’ reason for learning. It means
that the material and method in language
teaching of ESP should be suitable to the
learners’ need.
English for specific purposes (ESP)
courses are being distinguished by the
students’ reasons for learning. According to
Hutchinson and Waters (1987:16), “three
large categories are usually identified here:
English for Science and Technology (EST),
English for Business (EBE), and English for
Social Science (ESS)”. Each of them has
English for Occupational Purposes (EOP)
and English for Academic Purposes (EAP).
This research will focus on EAP because the
subjects are students who are learning
English on a specific field.
RESEARCH METHODOLOGY

There are people who learn English for

general purposes and English for specific
purposes. The content of English for specific
purposes is different from that general
purpose. People mostly learn General
English such as basic; tenses, vocabularies,
etc.

Students in junior high school and

senior high school learned General English
while, English for specific purposes (ESP)
focuses on students’ needs. Students are seen
to have different need and interests that
would have an important influence on their
motivation to learn and the effectiveness of

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 In this research the writer chooses (grammar, structure, content), Translating
qualitative approach. Descriptive method is the material of MSDS, Making sentences in
used to describe English material taught at English Specific Purpose (Chemistry),
Polytechnic Academy of Chemical Analysis
Understanding SOP of handling chemical,
Bogor (AKA Bogor). She observes the way
of teaching English in order to find out the English application letter and CV, translating
teaching material used by the teacher. The chemical journal, Making abstract. The
writer chooses an English teacher and the
students of the second semester at
Polytechnic AKA Bogor in Bogor as the
participants. To gain the data, the writer uses
observation, interview, and documentation.
a. Documentation
Documentation is taken from the activity
during teaching and learning process in the
classroom.
b. Observation
The writer is observed the classroom three
times and the observation was conducted to
figure out English material taught in
Industrial Waste Treatment.
c. Interview
The writer chooses a teacher of English
subject.

DATA DESCRIPTION
1. Data from Documentation syllabus material is focused on speaking and
The result of documentation was
obtained in accordance to the indicator of
English material used in the teaching
process. The writer found some information
about the material based on the syllabus,
presentation slides, the English textbook and
term dictionary. Therefore, the writer found
some information about the documentation
that had been taken from Politeknik AKA
Bogor. The documents include syllabus, the
presentation slides, English textbook, and
term dictionaries there are being used in
teaching and learning process in the
classroom.

The English syllabus that is used in

Industrial Waste treatment department and writing skills.
other departments is different. It can be seen
from the material in syllabus that consists of The lecturers used the text books that
basic understanding/concept on chemical, were provided by the department entitled,
chemical symbols, material safety data shift “English for Industrial Waste Treatment”
(MSDS), grammar, describing chemical that are suitable with the syllabus.
symbols, presenting the material of Material
Safety data sheet (MSDS), Recycling
Garbage Video, question & answer

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Figure 4.1
English syllabus
English textbook for Industrial waste
treatment consists of 2 books that each
book’s content is available in 57 and 61
pages. The book has 7 units or sub points
about English for students. The first is
about chemical symbols, it is focused on
reading and speaking skills. The second is
about material safety data sheet of acrylic
acid, it has some activities that are focused
on reading and speaking skills. The third is
about grammar (relative clause, participles,
the passive voice, modal auxiliaries). The
fourth is about how to make application
letter. It is focused on reading and writing
skills. The fifth is about chemical article.
The sixth is about chemical journal and the
seventh is about writing abstract.
The presentation slide which is made by
the lecturer is about the English materials
which are the same with the English module.
It helps the lecturer easier to explain the
materials in the classroom. The picture
above (figure 4.3) shows about grammar
(passive and active voices) but the content is
about chemical.
The lecturers in Politeknik AKA Bogor
use term dictionaries for the learning process
in classroom. They use 2 dictionaries;
Webster’s new world dictionary (third
college edition) and chemical dictionary
(fifth edition by Roger Grant and Claire
Grant). The dictionaries are about English
chemical vocabularies. It is useful for the
students to make them easier to differentiate
between general English and specific
English. Textbooks and dictionaries that are
suitable for the students in Industrial Waste
Treatment at AKA Bogor need.
From the explanation above it can be
concluded that English material for waste
treatment students are basic understanding
chemical, chemical symbols, material safety
data shift, grammar, describing chemical
symbols, presenting the material of Material
Safety data sheet, Recycling Garbage Video,
question & answer (grammar, structure,
content), translating the material of MSDS,
Making sentences in English Specific
Purpose (Chemistry), Understanding SOP of
handling chemical, English application letter
and CV, translating chemical journal,
Making abstract. All of the documentations
are compatible with each other because
those can be seen from syllabus and English
textbook are have same material,
presentation slide also explained about the
related material and the dictionaries is about
chemical vocabularies. From the the
materials, it shows those are support the
students’ academic need and also related to
their major.
2. Data from the Observation
The writer did the observation in the
classroom three times. The lessons were
held twice in the classroom and another time
in the language laboratory. During the
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observation, the writer was focusing on what
kind of English materials were delivered by
the lecturer in the lessons.
a. Observation #1
The first observation was conducted on
Wednesday, April 12th 2017 at room B
the second floor at Politeknik AKA
Bogor. The writer observed that the class
had been using observation format to
take notes. The lecturer, Miss Nur Indah,
was teaching the English material in
accordance to the syllabus. She taught
about sentences pertaining to grammar
usage in active and passive voices. She
used presentation slides to assist her on
elaborating her teaching materials. In the
first session, she was showing text with
translations and drilled the class by
posing questions on the several types of
sentences whether they are passive or
active. The lecturer asked every student
to take turns and move forward to make
sentences in active and passive voices
and phrased into sentences of passive
and active voices respectively. At the end
of the class, she asked the students to
summarize on the conclusion of
materials that they had learnt in that day.
b. Observation #2
In the second observation on Wednesday,
April 19th, the lecturer, Mrs Nunung,
taught about grammar (participles) and
standard operating procedure (SOP). She
also used presentation slide to assist her
on elaborating her teaching materials. She
showed a text that consists of participles
and asked the students to analyze and
identify the context. In order to make
students understand more about the
participles, she asked them to search for
the definition of participles as well as the
categories of participles such as past
participle and present participle and jotted
down in their note books. Students were
given SOP texts and they should derive at
least 10 combinations of participles from
the texts minimally. She disseminated
several ‘Standard Operating Procedure’
(SOP) titles for the students to work on
and present it as a group during the next
meeting. Their group works would be
covering language pronunciation, content,
vocabulary and fluency which were
graded by the lecturer in that exercise.
c. Observation #3
The third observation was done on
Wednesday, April 26th 2017 at 08.00 in the
same class. At the time, the lecturer, Mrs.
Nunung, was still teaching about present
participle and had already instructed the
students to present SOP in that day. At
first, she was asking about what they had
grasped on the methodology of applying
present participle and SOP in the previous
session. After a few rounds of
questionnaires, the students moved on to
present their SOP materials in groups and
explaining their presentations. The lesson
was finally ended and all the group
assignments were submitted to the lecturer
in hard copy.
3. Data from the Interview
The interview was done in order to gain
more data about English material taught in
Industrial waste treatment department. The
questions of the interview included teaching
English material, document, and media. The
following questions below are supporting
statements from the interview.
The first question is Discussing about the
syllabus maker, both of the lecturers said
that it was the coordinator who made it.
The second question is talking about module
that the lecturers use in the classroom, both
of the lecturers said that they used practicum
module for students learning process.
Kalau modul ada yang dibagikan ke
anak–anak yaitu modul praktikum tapi
untuk pengembangannya itu bisa
didapat di mana saja, kadang juga kita
minta anak–anak ke perpustakaan untuk
cari buku teks yang berhubungan
dengan limbah.
[Modul that is shared to the students is
about practicum but for its development
can be obtained anywhere. Sometimes
we ask the students to go to the library
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The third question is Discussing about the
media that the lecturers use, both of the
lecturers said they use PowerPoint as a
media in the classroom and TV, headset,
microphone are media in the lab.
Kalau dikelas reguler paling cuma
powerpoint, karena cuma pakai laptop
dan slide. Tapi kalau dilab bahasa kita
ada tv kemudian ada juga headset,
microphone, dan segala macem.
[Regular class only uses powerpoint,
because there is only laptop and slide.
But in the languange lab, we have a tv,
headset, microphone, etc.]
The fourth question is Talking about the
topic of the material that lecturers taught in
classroom, both of the lecturers said that the
students in semester one of Politeknik AKA
Bogor learn about general English, but in
semester four they learn more Specific
English. The students learn English material
depends on their study program about
understanding the principles of each study
program.
Ok, kalau tingkat satu itu semuanya
masih general. Semuanya masih tentang
pengembangan skill Englishnya dulu
tentang bagaimana mereka membuat
kalimat dan sebagainya tapi kalau
sudah masuk ke tingkat dua itu lebih
spesifik ...
[Level 1 is general. Everything is about
English skill development about making
sentences and so forth, but when they
The fifth question is discussing about term
vocabularies for the students, both of the
lecturers said that there are many differences
in meaning between English chemical and
general. For example, solution and
properties in English chemical have different
meaning with the general English. So the
lectures and the students have to check the
meaning in both dictionaries; English
chemical and General English.
The sixth question is talking about the
material that exclude in the syllabus, both of
the lecturers said that the students of
Politeknik AKA Bogor is lack of SOP. They
should learn many SOP because in every lab
has difference SOP but the lectures cannot
teach every one of it, because of the SOP is
too many. The lectures only guide the
students and give out some SOP. The
students should explore it,any kind of SOP
they need to.
The seventh question is discussing about the
skill focus for the students, both of the
lecturers said the English is focusing on
speaking. The students already learn from
elementary school, so they already know
about English but they are fear and shy.
They are afraid of making mistakes in
English.
The eighth question is talking about
language component focus for the students,
both of the lecturers said that the language
component at Politeknik AKA Bogor
emphasizes the students’ understanding on
texts because there are many references to
understand the text.
The ninth question is discussing about the
lecturer evaluate the students task, both of
the lecturer said that the students learn
General English in every meeting but the
texts and the tasks are specific English. The
material should be related to their study
program.
The tenth is both of lecturers said that the
way they evaluate the students is the lectures
will give assessment whether in form of
scores or form a,b,c. The lectures give the
assessment through the tasks. In every
meeting students’ understanding can be seen
from the assessment.
DATA ANALYSIS
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 The writer analyzed the data based on
indicator of English material in Industrial
waste treatment study program. The English
material was analyzed based on the data
taken from three different techniques:
documentation, observation and interview.
The first was documentation. They are:
syllabus, English text book, presentation
slide and chemical dictionaries. Based on
analysis of English text book, the material
was relevant with the syllabus that is
provided by the English lecturer team at
Politeknik AKA Bogor. The materials are
basic understanding/concept on chemical,
chemical symbols, material safety data shift
(MSDS), grammar, describing chemical
symbols, presenting the material of Material
Safety data sheet (MSDS), Recycling
Garbage Video, question & answer
(grammar, structure, content), Translating
the material of MSDS, Making sentences in
English Specific Purpose (Chemistry),
Understanding SOP of handling chemical,
English application letter and CV, translating
chemical journal, Making abstract. The
syllabus material is focused on speaking and
writing skills. The materials support the
students’ academic need and also related to
their major.
The second was analyzing the result
of observation. The writer observed the class
of fourth semester for three times. The
learning process was conducted in the
classroom. The English materials and
contents about what English materials they
need for their major. The English materials
are focused on presentation and speaking
skill, discuss about SOP in the laboratory,
active and passive voice, present participle
and related vocabulary and terms of
chemicals, and so on. The lecturers provide
the students with give every kinds of sop
during the learning process in the classroom,
ask students to discuss about the material
with their group, etc. They study English
related to their major. The material was
given at AKA Bogor.
The third was analyzing the transcript
of interviews. In this step, the respondents
said the English material that is used by the
lecturers of Industrial Waste Treatment is
supported the students’ academic need in
their department. The materials focus on
speaking and listening skills which is
suitable for the students need. The English
textbooks for Industrial Waste Treatment
Program are made by the coordinator under
the control of head of Industrial Waste
Treatment department. The students learn
about chemical, chemical symbols, material
safety data shift, Understanding SOP of
handling chemical, English application letter
and CV. The students also learn grammar,
but the topic is related to their major. For
example the lecturer gave material about
active and passive voice but the text is about
chemical. The lecturer taught the material
related to the syllabus that was made by the
team at Politeknik AKA Bogor. Regarding to
what students expectations are, the English
materials does fulfill they expectation
However, they wanted material that is more
fun and effective to learn with, and they
want to learn other SOP for their study and
job soon.
According to the data analysis it can
be said that the English materials taught to
studens is English is for Academic Purposes
(EAP) which is branch of English for
specific purposes (ESP) According to the
result of the research. The students learn
academic English which is used for
Industrial Waste Treatment major at
Politeknik AKA Bogor. Students of
industrial waste treatment program study
learn Specific English and they study the
English related to their major. The materials
are basic understanding/concept on
chemical, chemical symbols, material safety
data shift (MSDS), grammar, describing
chemical symbols, presenting the material of
Material Safety data sheet (MSDS),
Recycling Garbage Video, question &
answer (grammar, structure, content),
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Translating the material of MSDS, Making
sentences in English Specific Purpose
(Chemistry), Understanding SOP of
handling chemical, English application letter
and CV, translating chemical journal,
Making abstract. Their material taught in
classroom is appropriate with an expert’s
statement such as Platride and Starfiled
(2013:2) who states, “English for Specific
Purposes (ESP) refers to the teaching and
learning to the English as a second or
foreign language where the goal of the
learners is to use English in a particular
domain”. It means that the students in
Industrial Waste Treatment Program study
ideally learn about Specific English and the
students already did it. The material that
students learn is suitable with their major.
CONCLUSION
Based on the result of the data from
documentation, observation and interview,
the writer inferred that the students of
Industrial Waste Treatment department on
Politeknik AKA Bogor learn Specific
English (SE). They used the syllabus and the
textbook from their department. The content
and the exercises in the English text book
was also specific English. The materials are
about grammar but the contents and the
tasks related to their study program. The
students learn about basic understanding /
concept on chemical, chemical symbols,
material safety data shift (MSDS), grammar,
describing chemical symbols, presenting the
material of Material Safety data sheet
(MSDS), Recycling Garbage Video,
question & answer (grammar, structure,
content), Translating the material of MSDS,
Making sentences in English Specific
Purpose (Chemistry), Understanding SOP of
handling chemical, English application letter
and CV, translating chemical journal,
Making abstract). The material is focused on
speaking and writing skills.
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BIOGRAPHY

Citra Agustina was born in Deli Serdang on

August 4th 1994. He is thefirst
daughter from four siblings
of Trihardo and Sahara. She
lives in Tajur No. 45 rt
02/02 Citeureup Bogor.
She went to SDN Tajur
06 on 2006, SMPN 2
Citeureup on 2009,

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.

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