Designing a Syllabus of Collaborative English Teaching for Physics Study Program

The recommended model of teaching Englishfor students of non-English department is collaborativeteaching which provides subject lecturer‘s involvementin the curriculum design. This paper reported theprocess of designing a syllabus of collaborative teachingfor ESP teaching in Indonesian context. As a part ofcurriculum design, this ESP syllabus focuses on contentarea reading in the area of physics. Several text typescommonly used in physics department and vocabularybuilding of academic word lists and the ones related tophysics area study were elaborated as well. The paperconcludes that the implementation of this programneeds high commitment from the stakeholders in orderto make the program successfully implemented.


INTRODUCTION
Designing a syllabus of collaborative English teaching in this paper deals primarily with the innovation in teaching English for non-English department students in which the trend indicated much failures due to less interesting course designed to fulfill the need of English for Specific Purposes (ESP) learners. The proposed syllabus mainly concerns with the collaborative English teaching for Physics Study Program which involves the subject lecturers to get involved in designing curriculum in the overall planning, implementation and evaluation.
On the basis of this innovation, this paper begins with the rationale of designing a syllabus for collaborative English teaching, followed by the background of writing the syllabus including the curriculum, university, learners and the status of ESP, as well as the aims and objectives of designing the syllabus. The explanation of the syllabus will be elaborated at the end of this paper.

LITERATURE REVIEW
Teaching English for students of non-English department has been reported to have never achieved the set of aims intended as the purpose of teaching and learning due to several constraints influencing the implementation in all levels of its operation (Winarni, 2005:93). Problems identified include the low leYHO RI VWXGHQWV· English proficiency on entry to university and the fact that remedial English programmes lack prestige and resources, take place in large classes, are timetabled for antisocial hours, are allocated 2 semester credit units only, are non selective by language competence, extremely heterogeneous both inter-institutionally and even intrainstitutionally (Sadtono, 1995;Coleman, 1997).
A more recent study on teaching English for students of non-English department at Brawijaya University found that the background knowledge of instructors was also a potential difficulty (Winarni, 2005). Most had graduated with degrees in English Education, Applied Linguistics, and English Literature.
Such a condition would lower the motivation of the students and meaningful learning is not likely to take place. Further, Winarni VWDWHG WKDW WKHUH ZDV PLVPDWFKLQJ EHWZHHQ WKH VWXGHQWV· QHHG WKH (QJOLVK WHDFKHUV· ZDQW DQG WKH VXEMHFW OHFWXUHUV· UHTXLUHPHQWV ,W was recommended that there would be a model of English teaching that could accommodate the three parties involved. Collaborative teaching between English teacher and subject lecturers can serve as a bridge between the students and the English WHDFKHU·V YLHZSRLQW DQG ZKDW WKH VXEMHFW OHFWXUHU UHTXLUH /LWtle (2005, p. 85) that collaborative teaching establishes confidence and positive relationship between team teachers and students. This positive relationship could be in the form of action which is always previously based on negotiation on disciplinary cultures (Barron, 2002, p. 303). Supporting this, Dudley-Evans & John (1998, p. 42-48) stated that collaboration is a continuum, from low interaction (cooperation) to high interaction (team teaching).
Collaborative Teaching comprises teaching a class with two adult educators who may not be from the same field of teaching and who share planning, teaching and evaluating responsibilities (Little, 2005). This is different from the typical EAP teaching in which the English teacher has to work by him/herself to decide the goal of EAP teaching. There is no coordination between English teacher and subject lecturer in designing EAP curriculum. Each of them works alone without cooperating pedagogically. This kind of EAP teaching technique is risky for weaknesses that coXOG DIIHFW WKH VWXGHQWV· ORZ achievement in English. In order to overcome such problems collaborative English teaching is recommended to undertake.
Several benefits could be gained from implementing collaborative teaching. First, benefit for students and the second, that for teachers. In collaborative teaching, the students could enhance much benefit from the extra time which teachers have to share with the students. This is good because an English teacher used to handle large number of students in typical EAP teaching, in which not all VWXGHQWV· DFWLYLW\ JRW DWWHQWLRQ IURP WKH WHDFKHU 7KXV LW FRXOG KHOS teacher minimize the failure of EAP teaching due to the large classes.
There are two benefits of implementing collaborative teaching for teachers. First, teacher can enhance their professional skills from the sharing techniques applied in the curriculum design. The second, teachers can share aspects of teaching, plan together, pool their experiences, practice new skills, and apply strategies more frequently and more appropriately. This togetherness could equip the teachers with more confidence and professionalism.

The Curriculum
Due to the absence of ESP curriculum in Brawijaya University, this syllabus is designed for the students of Physics Study program to raise the motivation in learning English using more relevant teaching materials. The course seeks to enable the students to recognize their strengths and needs in language learning and to give them the confidence to use English more effectively to achieve their own goal. ,W DOVR VHHNV WR GHYHORS WKH VWXGHQWV· VNLOOV RI LQGHSHQGHQW OHDUQLQJ outcome of the classroom.

The School
This proposed syllabus will be designed specifically to fulfill the need of ESP curriculum at Brawijaya University, one of the state universities in Indonesia, which is located in Malang, East Java. Brawijaya University has 12 (twelve) faculties namely Medicine, Economics, Natural Sciences, Social Sciences, Law, Engineering, Agriculture, Fishery, Administrative Sciences, Culture Studies, Agricultural Technology and Animal Husbandry. However, there is no specific curriculum designed for equipping the students with English skills.

The Students
The number of the students studied at Brawijaya University increases annually with different level of English proficiency. However, the proposed syllabus is also designed to measure the VWXGHQWV· (QJOLVK SURILFLHQF\ OHYHO ZLWK VFRUH RI 72()/ IRU WKH entry level and 450 score of TOEFL for the exit level. The technique of measuring the students· HQWU\ DQG H[LW OHYHO LV E\ XVLQJ 72()/ Equivalent scores, in which the entry level is 400 and the exit level should be 450.
The compulsory status of ESP for the university students does not go with the absence of the ESP curriculum. Therefore, this syllabus is proposed to fulfill the need of ESP teaching and learning for the university level.

METHOD
As this study is conducted to develop teaching syllabus, the suitable research design of the study is Research and Development (R&D). Research and Development (R&D) is a research conducted to develop and validate educational products such as textbook, instructional media, teaching method, syllabus, and so forth (Borg and Gall, 1983). In addition, Latief (2012) defines R&D as a research design aimed at developing educational products such as curriculum, syllabus, text books, instructional media, modules, assessment instruments, etc. In other words, R&D creates an educational product as the result of the research. In this study, the final output is the ESP syllabus used for Study Program of Physics in Universitas Brawijaya.
According to Borg and Gall (1983), the steps in the R & D cycles used to develop the syllabus consist of research and information collecting, planning, preliminary form of product development, preliminary field testing, and main product revision. While Latief (2012) stated the steps to be conducted in R&D are identifying classroom problems, reviewing related references, planning, reviewing the product, validating the product to related experts, trying out the product in a small scale and revising, and the last publishing the final product. On the other words, several steps must be accomplished in conducting R&D.
This Collaborative English Teaching for Physics Study Program is an innovative program bearing a purpose to raise the motivation of the physics students in learning English. The English course in this program was made more relevant to the needs of the students. This means that the objective and the teaching materials were geared to those involving knowledge and skills in Physics. The lack of knowledge of the English teachers on this discipline was balanced with effective cooperation with the lecturers of Physics Study program. In addition, the English teachers were kept abreast with the development in recent theories and practices in teaching EAP.

FINDINGS AND DISCUSSION The Proposed Syllabus
Due to the wide scope of ESP teaching at the university level, this syllabus is limited for teaching the students of Physics Study Program. The type of syllabus used in this syllabus is a text-based and content based syllabus. A text based syllabus is a type of syllabus that is built around the texts and samples of extended discourse (Richards & Rodgers, 2001, p. 163). It is also a type of integrated syllabus because it combines elements of different types of syllabus. In addition to this, this syllabus is also arranged on the basis of content that is organized around themes, topics or other units of content. A Content Based Instruction (CBI) refers to an approach to second language teaching in which teaching is organized around the content information that students will acquire, rather than around linguistic or other type of syllabus (Richards & Rodgers, 2001, p. 204). One of the reasons of using this CBI is that it has similar characteristics of ESP teaching by Hutchinson and Waters (1987) in the way that it describes the role of learner, teachers and materials. In terms of the learner·V roles, the goal of CBI is to encourage the ESP learners to become autonomous learners and equip them with collaborative modes of learning. Regarding the role of teachers, Richards and Rodgers (2001) suggest that English teachers should be equipped with content knowledge in order to make the learning more effective. In this collaborative teaching syllabus, this absence could be fulfilled by the existence of the content subject lecturer. The materials that facilitate language learning are the materials that are used typically with the subject matter of the content course.
The aim of this syllabus is to equip the students with ability to read with understanding on basic texts in the area of physics.
The objectives of this syllabus are as follow: 1. The students can understand some reading strategies such as skimming, scanning, previewing, and predicting. 2. The students can identify main facts and details of some texts in the area of physics 3. The students can relate cause and effect of some texts in the area of physics 4. The students can identify sequence of events of some texts in the area of physics 5. The students can predict outcomes of some texts in the area of physics 6. The students can infer meaning from contextual clues of some texts in the area of physics 7. The students can understand variety of text types in the area of physics and text organization. 8. The students will understand the vocabulary of academic word list 9. The students will understand technical vocabularies commonly used in Physics texts.

Description of Syllabus
The syllabus of this collaborative English teaching for Physics Study program is designed on the basis of the units as instructional blocks. There are 12 units arranged for a 21-hour course. These 12 units are arranged in the following descriptions: Final Examination

Scope and Sequence
The scope of the content includes 80% understanding language skills comprises of 50% reading comprehension skills, followed by speaking, listening and writing (each weighs 10%) and the rest 20% for understanding language components including understanding grammar and vocabularies in context.
The sequence RI WKH FRQWHQWV LV DUUDQJHG RQ WKH EDVLV RI ´ZKROH WR SDUWµ PHDQLQJ WKDW WKH PDWHULDO DW WKH EHJLQQLQJ RI D FRXUVH focuses on the overall organization of the topic. For example, in terms of reading skills, the students are given four reading skills namely skimming, scanning, previewing and predicting before practicing them in reading comprehension exercises. Regarding the writing skills, the students are given preliminary theories of summarizing an article using theories of abstract writing before asking them to write an abstract.

The Content of the Syllabus
The contents of the course include the following types of content: x Reading skills including scanning, skimming, predicting and previewing x Variety of reading texts in the area of physics x Variety of text types in the area of physics x Vocabularies of the academic words (around 570 academic headwords) x Technical Vocabularies commonly used in physics texts (3000 words)

CONCLUSION
This ESP syllabus is designed to fulfill the need of Physics department students to read content area of reading in EFL context. The main objective is on reading skills and strategies with three focus area namely reading comprehension skills, strategies, attitudes and behavior, reading of different text types in the area of physics, and understand vocabularies of academic word list and their usage in some texts in the area of physics are rooted from Barrett taxonomy of reading sub skills to understand content area of reading. The integration of reading sub skills and content area of reading in physics department is intended to fulfill the need of Physics department students in mastering both reading in the area of physics and EFL reading skills and strategies. Thus the optimum achievement DQG VWXGHQWV· PRWLYDWLRQ LQ (63 OHDUQLQJ LQ 3K\VLFV 6WXG\ SURJUDP could be fulfilled satisfactorily.