IMPROVED READING LITERACY (COMPETENCY) OF CHEMISTRY

EDUCATION STUDENTS OF INSERVICE TEACHER TRAINING –

UNIVERSITAS RIAU THROUGH MODEL OF ENGLISH CHEMISTRY
ACTIVE LEARNING-BASED.'

Asmadi Muhamamad Noer

Lecturer of Chemistry Education, Inservice-Teacher Training -FKIP,Universitas Riau, Indonesia

Abstract. English for Chemistry is a supporting course of work that support professional chemistry students
or prospective chemistry teacher in order to increase the content / content (chemistry). Methods
Development of teaching materials / subjects (or also called MFIs) follows Plomp's design which consists of
three stages: initial research (needs analysis and characteristics of learners), product (prototype) and
Evaluation (product validation). After forming prototype of teaching materials that pay attention to
requirement analysis and characteristic of student, then validation of product either by self-evaluation and
validation by the expert (Conten specialist (chemistry education) and English expert All inputs and
improvements are accommodated to produce suitable product / appropriately used by learners.The results of
product trials / MFIs in new students-2014 shows students are motivated to learn by means of active
learning.

Key words: English Chemistry (English for Chemistry), Student Worksheet (LKM), Active Learning

Introduction

English has become the global language of the world with the number of user countries as the
official language ranks first as an international language, 140 countries around 341 million native
speakers (Basri, 2011). Basri further states that English for Specific Purposes (ESP) is aimed at
developing the competence of major student disciplines-such as the English Language of Chemistry
at Chemistry-FKIP, University of Riau. The same thing was conveyed by Seung-Lee (2010) where
five major universities in South Korea bilingual on learning to prepare for the era of globalization.

Hutchinson and Waters (1987) provide detailed reasons why English is so important: So many
people learn English not just for convenience, prestige but English as a necessity, where English is
the key to the development of science-technology and commerce . Businessmen who want to sell
products, mechanics who want to read manuals, doctors / doctors who need career development in
their respective fields and all students who need reading (materials) and journals available are
dominated in English.

In line with Hutchinson and Waters' statement above, Jalal (2008) stated that the quality of
Indonesian education can not be improved if the graduates of Indonesian universities are unable to
compete in the world of work. Then Partnership for 21St Centrury (2008) finds that learning process
is not only to improve knowledge (through core subjects) but must be equipped with creative ability
(critical), Strong character (responsible, social, tolerant, productive, adaptive), in addition supported
by the ability to use information and communicate. According to the writer's opinion, the ability to
utilize information and communicate must be fostered, "accustomed to", and one way for this
competency to be achieved especially by the student of chemistry-FKIP, UR is through the English
language based on 'active learning ", So in the next semester, it is expected that students who have
taken this course have and are equipped with competence / ability to understand reading / chemistry
text in English.
 Chemical English is the compulsory subject of Chemistry-FKIP Program of Riau University.
Based on the old Curriculum, Chemistry English subjects aim to equip students to be able to read-
understand textbooks. Since 1999/2000 the learning process used is still a conventional approach
that is teacher-centered, as well as translate words word by word and translate sentence per-
sentence. The reflection results expect the students to be involved in / during the learning process.
To bridge students to participate actively, they provide teaching materials / MFIs that are distributed
to help students. However, this effort has not shown significant results since the teaching materials /
Student Worksheets have not been designed in accordance with scientific procedures and needs
analysis.

It is recognized that the need for English Chemistry is so important for Chemistry / Chemistry
prospective students, because ESPKimia can not be separated and is a unity. One side, English
Chemistry is the contents (contents) and the other side is English. Concepts, terms, symbols and
terminology etc. is a unique entity on the subject of Chemistry, so ESP-chemical is an important
thing to master and possess. In addition to the rapid development of information and science and
technology that do not speed or speed of human read (access) a book, then for life-long learning
satisfaction of competence (skill) BIKoleh learners is something the right choice. This is in
accordance with the statement of Ansyar (1998) that learners should be equipped with basic skills
(Basic skills-5Rs): Reading, Writing, Arithmetic (3Rs), Computer (4R) & foreign language (5R).
But because of the many problems found, the mastery of ESP- still finds many obstacles in the field.

Results of problem identification related to Chemical English learning (BIK). are as follows:
(1) BIK-material is very solid and the topic has not been presented in sequence; (2). students still
tend to take / refer books that are not English for the making of tasks, papers, seminar materials
when they are equipped with knowledge and skills of English Chemistry. (3) not all students are
active in lectures, they are more dominant to hear, record, and (5) Difficulty managing large classes,
on average contains 50 students.

After analyzing the learning outcomes and learning processes that have not been implemented,
the teaching team needs to design the Student Work Sheet (LKM) that is able to activate the students
(students). One of the strategies to activate the student is by using active learning approach strategy,
active learning (Dee Fink, 1999; Silberman, 2006). The Active Method Pattern implemented can be
seen in table 1 following:

Table 1. PROTOTYPE OF ACTIVE LEARNING MODEL AT LANGUAGE LANGUAGE

ENGLISH CHEMICAL (adoption Muhtadi, 2011).

Activity FASE Time allocation

2X 50’
1.
PRELIMINARY PreReading, ORIENTATION: conveying
ACTIITY Learning Objectives + Appersepsi + Motivation
+ distribute Student Worksheet (LKM)

Individual Work Guidance followed Group

Student formation

2. MAIN/CORE
ACTIVITIES
3. CLOSING ACTIVITY
Methodology of Research
Table 2. Design Research Model Plomp (2010)
No Stage of Development
1 (Preliminary Research)
Tahap Prototipe
2 (Prototyping Stage)-
Lembar Kerja Mahasiswa
Tahap Penilaian
3 (Assesment Stage)
4 Dokumentasi dan Refleksi
Sistematis
Important words (Vocab + terminalogy) –
Tenses related to passage/reading by lecturers
Reading
EXPLORATION- individuals
ELABORATION-grouped-group discussions
and resumes
Material Presentation
Other group discussions on the material
presentation involving students,
Material confirmated by lecturers and involving
students (Checking the understanding and
deepening of the material
Post-Reading
Reflection and Feedback - Collective
corrections and Lecturer Intervention (+
Obesrver- other Chemistry Lecturers)
EVALUATION: quizs or oral questions atau
Soal Lisan
Actiity Activity be accomplished for research
Charcteristics institution analyises
Menganalisis karakteristik instistusi
Needs and context Charcteristics Students analyises
ANALYSIS
Analysis Instructional of English Chemistry
courses.
Literatures reviu, adopted and relevan
Review of literature to research conduct.
Development of conceptual or Development of conceptual or theoretical
theoretical framework for the framework for the study
study
Desain prototype Mendesain model pembelajaran aktif
Melakukan uji validitas prototype (expert
Formative evaluation
validity)
Merevisi prototipe berdasarkan hasil formative
Revision
evaluation
Melakukan uji praktikalitas dan efektifitas
Summative evaluation
terhadap prototype
Documentation Mendokumentasikan dan menyempurnakaan
protipe
 (Systematic Reflection Melakukan Refleksi terhadap produk/protype
Reflection
and Documentation) akhir berdasarkan hasil penelitian

1. Active-based Model of English Chemistry Workshet (ECW)

Research Methods by adopting a Plomp researh design (see Chart) in which the modeling of the
ECW takes into account and considers the character of the student and the needs of the learner's
analysis.

2. Development Procedures
Procedures for the development of the Student Worksheet follow several stages, in which the initial
phase is called the first prototype (first) ECW designed by the researcher with guidance / promoter
counseling by self-evaluation on the validity, practicality and effectiveness of the ECW prototype 1.

Further -Prototype is then performed by expert Validator (expert validator) in accordance with the
expertise / expertise relevant. Content validation is validated by an expert in Chemistry (3 persons)
and an English language expert (2 persons) and one (1) person from Instructional design expert
(learning) and by 2 practitioners (lecturers of similar subject). as well as responses by students who
take courses. Until the final product that has been fulfilled at the level of validity, the level of
practice and the level of effectiveness of high scores. (Likert scale).

ECW (teaching materials) designed according to the needs of the new students - Chemistry
Education, FKIP-UR, force 2014, consisting of class A and Class B.
ECW materials are focused on content: Matter and Volume, Elements and Acids

Results of Research

Tabel : TEST RESULTS AND STUDENT MOTIVATION DEALING WITH ENGLISH CHEMITRY COURSE

Motivasi Evarages in Class A & B

Kelas A Kelas B
47,56 46,24

Rata - Rata Hasil Tes Kelas A & Kelas B

Kelas A Kelas B
56,67 58,79
Discussion

Prototype LKM -English The resulting chemistry has been studied-done peer-reviewed with
peers who share the same competence and are considering and strengthened by Muhatadi (2008)
research that performs active learning of the same kind. Later Protocol LKM (teaching materials)
has also been validated by experts in the field of study (chemical education is also the same course
pengakin) and validation of the experts of English education.

After several meetings, a validated motivation questionnaire (attachment 1) was distributed to

two classes following Chemistry English courses. Both classes showed enthusiasm / motivation for
obtaining something new in this learning that is chemistry delivered in a foreign language (English)
such as term / terminalogi, vocab / vocabulary and communicative competence that most of them do
not know . So according to the writer's opinion, the spirit / motivation of learning is well maintained,
will be able to improve learning achievement and ending have the competence-that is students are
able to read well and understand / understand chemistry textbooks.

Conclusions

Chemical English learning through the design of teaching materials / LKM-English

Chemistry brings a positive impact on student motivation. Students become motivated.
Motivation to learn is a change of power within a person (person) characterized by the emergence of
feelings and reactions to achieve goals (Nashar, 2004), then Clayton in (Nashar, 2004) states
Motivation to learn is the tendency of students / students in learning activities driven by the desire to
achieve the best achievement or learning outcomes. Motivation learning is also a need to develop
self-efficacy optimum so as to do better, achievement and creative (Abraham in Nashar, 2004: 42).
Clayton concluded that the student's behavioral changes that took place, especially those with
learning motivations that encouraged / excited and studied earnestly. So finally formed a systematic
way of learning students, full of concentration and fruition / competence. (reading literacy).

Acknowledgements
Acknowledgements of people, grants, funds, etc should be placed in a separate section not
numbered at the very end of the paper.
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