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Rabu, 02 Januari 2013

Training Course for TOEIC - Draft of Research Proposal

THE EFFECTIVENESS OF THE TRAINING COURSE FOR TOEIC

IN VOCATIONAL FACULTY OF BRAWIJAYA UNIVERSITY

CHAPTER I

A. BACKGROUND OF THE STUDY

· To face the challenge of being an entrepeneural university and prepare students competitiveness in the global market, Brawijaya University requires students of all faculties to have adequate English proficiency prior to graduation, indicated by their scores on TOEIC. (Pedoman Pendidikan Universitas Brawijaya, 2012).

· Test of English for International Communication (TOEIC) is an instrument developed by Educational Testing Service (ETS) to assess non-native English proficiency and is currently used in 60 countries and taken by more than 4.5 million people per year (Trew, 2007).

· Since 2012, English Compulsory Course for the first year students of Vocational Faculty is conducted as a training course for the TOEIC (Pedoman Pendidikan Vokasi, Universitas Brawijaya, 2012).

· Apparently, assesment instrument affects educational practices and beliefes (Cohen, 1994), therefore, it is important to implement a systematic attempt to gather information about the course, to make any judgement or decision on its effectiveness (Lynch, 1996).

· On a study of the Effect of Three Month TOEIC Training Program, Tanabe (2010) suggested that the combination of quantitative and qualitative data would work as clues in evaluating similar programs.

B. STATEMENT OF THE PROBLEMS

General

· Can Training Course for TOEIC improve students English Proficiency?

Specific

· How much improvement do students make by taking Training Course for TOEIC?

· What do students think of Training Course for TOEIC?

· What do instructor think of Training Course for TOEIC?

C. OBJECTIVES

General

· The study is aimed at measuring the effectiveness of TOEIC Training Course held for students of Vocational Faculty, University of Brawijaya.

Specific

· It investigates the degree of TOEIC score improvement of students following the Course.

· It also finds out what students think about the course and

· what the instructors think about the program.

D. ASSUMPTIONS

· All instuctors are assumed to be equally competent in teaching English.

· Students are treated equally according to the their levels.

E. OPERATIONAL DEFINITIONS OF TERMS

1) The Training Course for the TOEIC is an English Course conducted to implement Vocational Faculty curriculum for the first year students (Pedoman Pendidikan Vokasi Universitas Brawijaya, 2012). It is offered as an integrated English instruction in which the four primary skills of listening, reading, speaking and writing, as well as other related skills (vocabulary, spelling, pronunciation, syntax, meaning and usage) are interwoven in the instruction (Oxford R, 2001).

2) TOEIC (The Test of English for International Communication ) developed by ETS (Educational Testing Service), is an English proficiency test designed specifically to measure the everyday English skills of people working in an international environment which covers real-life settings such as meetings, travel, telephone conversations, etc. (Trew, 2007).

3) Effectiveness is the extent to which Integrated Skills Teaching in Training Course for TOEIC can help improve students proficiency in English. This improvement is measured from students gain on TOEIC scores.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. REVIEW OF INTEGRATED SKILLS EFL.

· Language learning strategies: What every teacher should know.. Boston, MA: Heinle & Heinle. Oxford, R. (1990)

The integrated-skill approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. This approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. Whether found in content-based or task-based language instruction or some hybrid form, it can be highly motivating to students of all ages and backgrounds.

· Teaching by Principles. USA: Pearson ESL. Brown, H. Douglas (2000).

B. REVIEW OF COURSE EVALUATION AND PREVIOUS STUDIES

· Lynch, Brian K : Language Program Evaluation: Theory and Practice.

Course Adaptive Model (CAM) for language program evaluation is meant to be flexible adaptive, heuristic. It provides the basis for arguing for the important contribution that program evaluation can make.

· Tanabe,H. The Effect of a Three-Month TOEIC Training Program in Tokyo Polythecnic University, T-Kougey research Journal.Vol-2-29-2001, Tokyo Polytechnic University.

In the three months program of teaching TOEIC, there was not a clear evidence that the course directly improved the scores of the students. This came from the lack of quantitative data because of the smallness of the number of the participants in the TOEIC practice course. However,the questionnaire given showed positive motivational changes in the students and this might work as clues to improve this course in the next semester.

C. REVIEW OF TOEIC AS AN INTERNATIONAL STANDARDIZED TEST

A Teacher's Guide to TOEIC®Listening and Reading Test Preparing Your Students for Success. Oxford University Press. Trew, G. (2007) :

· There are two formats of TOEIC : 1) Secure Program (SP) –The standard and most common form of the tests administered directly by the TOEIC Steering Committee or their local representatives. 2) Institutional Program (IP) which are administered by individual companies and schools on days and at locations decided by the institutions that conduct them. IP tests are generally used for assessment of new employees, as a placement test for in-company English lessons or for self-development.

· TOEIC Listening and Reading Test consists of 200 multiple-choice questions divided between four listening and three reading parts and takes two hours to complete. The test is paper-based, with students using a pencil to mark their answers on a special machine-readable answer sheet. The test is scored from 10 to 990 and there is no pass or fail mark. The following chart showing the approximate correlation between TOEIC scores and levels of ability is based on ETS research.

CHAPTER III

RESEARCH METHODOLOGY

A. RESEARCH DESIGN

· It is an evaluative research: measuring the program accomplishment on the basis of its stated goals and objectives. (Neuman, 1997)

· It employs a Pre- Experimental Research or One-Group Pretest-Postest Design. The effectiveness of the program is measured by comparing the average score of the pretest and the postest. (Latief, 2012)

· The Context Adaptive Model (CAM) specifically formative evaluation, developed by Brian K Lynch (1990) will be adapted for this research.

B. POPULATION AND SAMPLE

· The population of the study includes 563 students of Vocational Faculty taking Training Course for the TOEIC.

· Stratified Sampling will be applied since there are 20 groups of students divided into three sub population, each represents students level of proficiency (Novice, Elementary and Intermediate).

· The relative size of each level is controlled to guarantee representativeness or fixes the proportion of different strata within a sample (Neuman, 1997).

SAMPLE OF STUDENTS OF VOCATIONAL FACULTY

TAKING TRAINING COURSE FOR TOEIC

STRATIEFIED BY ENGLISH PROFICIENCY LEVELS

*Levels*	*Population*		*Stratified Sample*
*Levels*	N	*Percent*	n
Novice	180	31.97	32
Elementary	360	63.94	64
Intermediate	23	4.08	4
Total	563	100	100

N = the total number of population ; n = the number of sample

C. RESEARCH INSTRUMENTS

· TOEIC Institutional Test as required by International Test Center will be used as the Pretest instrument.

· TOEIC Standard Test will be the Posttest instrument.

· Questionnaire will also be used to gather informations about what students and instructors think about the course

D. DATA COLLECTION

· The IP-TOEIC administered by ITC at the beginning of the semester before students attend the course, will be used as The Pretest instrument.

· The SP-TOEIC, administered at the end of the instructional sequence by ITC, will then be used as the Post Test instrument.

· Students are also required to respond to a questionnaire concerning their efforts to succeed in the Training Course for TOEIC and their opinions about some aspects of the course.

· Another questionnaire is assigned for the instructors focusing on aspects of the teaching of Training Course for the TOEIC.

E. DATA ANALYSIS

· A simple basic statistical techniques are used to analyze the research data.

· The average score of Pretest is compared to the average score of Posttest.

· The gain is then used to decide the improvement degree of students proficiency.

· The result of the questionnaire will be the

LIST OF REFERENCES

Brown, H. Douglas (2000). Teaching by Principles. USA: Pearson ESL.

Lynch, Brian K (1996) Language Program Evaluation: Theory and Practice. Cambridge University Press.

Neuman, W.Lawrence (1997). Social Research Methods. Qualitative and Quantitative Approach, University of Wisconsin, Whitewater.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

Program Pendidikan Vokasi, 2010. Pedoman Pendidikan Vokasi Universitas Brawijaya tahun 2010-2011,

Rogers, B. (2006). Introductory Guide to the TOEIC Test. Boston: Thomson.

Tanabe,H. The Effect of a Three-Month TOEIC Training Program in Tokyo Polythecnic University, T-Kougey Research Journal.Vol-2-29-2001, Tokyo Polytechnic University.

Trew, Grant, 2007. A Teacher's Guide to TOEIC®Listening and Reading Test Preparing Your Students for Success. Oxford University Press.

Sabtu, 15 Oktober 2011

DEBATE MOTIONS

That the governments should leave cults alone.
That thou shalt not clone.
That sperm bank is just like any other banks.
That science should hang its head in shame.
That we have lost our faith in science.
That morals and science do not mix.
That science is the alchemy of our age.
That science has outlived its usefulness.
That modern technology is more foe than friend.
That man cannot be totally human until the machines are destroyed.
That space should be left to itself.
That we place too much faith in the medical profession.
That patenting of medical findings is justified.
That democracy is tied to mediocrity.
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This house will practice direct democracy.
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That the individual is being suppressed by the lobby group.
That this house supports one term presidency.
That corruption is the handmaiden of politics.
That corruption is inevitable in politics.
That there is too much secrecy in government.
That the New World Order has made a better world.
That the unipolar world is more peaceful.
That strikers should be sacked.
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That unionism threatens democracy.
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That the media is corrupting our society.
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That identity cards pose a threat to our privacy.
That intelligence services have no place within democracies.
That terrorism should not be publicized.
That the Human rights are but a song and dance
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That trade rights should be linked to human rights.
That the new world order requires an international police force.
That our leaders are to blame.
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That we should love our country right or wrong.
That national frontiers should be mere lines on a map.
That there is no case for terrorism.
That social injustice justifies political violence.
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That the information superhighway should have more traffic lights.
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That the United Nations no longer lives up to its ideals.
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That Australia should be part of Asia.
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That the president of the Republic should be elected by the people.
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That America is an evil empire.
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That we should thank god for America.
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That the peace in the Middle East is an illusion.
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That tolerance costs too much.
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That the best defense is a good offense.
That Machiavelli is the way to go.
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That we will only be post-feminist in post patriarchy.
That housewives should be paid for their work.
That women make better husbands.
That feminism should give way to multiculturalism.
That feminism is corrupting the family.
That reproductive technologies are anti-women.
That a woman needs a man as much as a fish needs a bicycle.
That same-sex couple should be allowed to adopt children.
That co-education is desirable.
That corporatization of universities will hurt the cause of knowledge.
That money spent on sending students abroad is money well spent.
That the government should no longer subsidize university education.
That education is too important for politics.
That sex education should be made compulsory.
That education should be a privilege not a right.
That attendance at school should be voluntary.
That the five day school week is too long.
That the population explosion is more critical than nuclear hazards.
That poverty is a blessing.
That espionage is immoral.
That we should ration the old to nurture the young.
That the generation gap is a myth.
That urban life is dehumanizing.
That racial equality is an impossible ideal.
That White House is not meant for colored residents.
That money rules our lives.
That the developing nations should not follow the western model.
That the Western way of life is doomed.
That money is our biggest problem
That prosperity is the best measure of success.
That parenthood should be by license only.
That zoos should be closed.
That experiments on animals should be banned.
That multiculturalism is a mirage.
That racial vilification should be a crime.
That we should rethink affirmative action.
That publicity is a better salesperson than quality.
That teachers should retain the right to corporally punish pupils.
Overpopulation is the problem.
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That while English remains the international language of the world, the West will hold over the rest.
That single parent household is better than a traditional family of strife.
That the Asian values are a barrier to development.
That the bride should wear black.
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That the baby bank was actually a good idea.
That the day of the amateur is over.
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That professional athletes should be able to compete in the Olympics.
That sportsmanship and commercialism are incompatible.
That sport is an opiate of the masses.
That the pen is mightier than the sword.
That we are ruled by habit.
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That the capitalist system is doomed to collapse.
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That we cannot afford high wages.
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That there must always be the poor.
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That small government is the best government.
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That corporal punishment is not the answer to juvenile delinquency.
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That reward is more effective than punishment.
That there is a different law for the rich.
That the carrot is more effective than the stick.
That prostitution should be legalised.
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That judges should be elected.
That justice is a myth.
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That corporal punishment will sort the buggers out.
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That parents should not be allowed to hit children.
That All drugs should be legal.
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That the jury get in the way of justice.
That there should be mandatory jail sentence for those who pollute the environment.
That gun control only helps criminals.
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That child abusers deserve to die.
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That Antarctica should be a world park.
That environmentalism should replace capitalism.
That green is an unhealthy colour.
That sustainable development is a myth.
That environmentalism is but a western ploy.
That sustainable development is an oxymoron.
That capitalists cannot be environmentalists.
That the North should pay for the protection of environmental assets.
All citizens ought to perform a period of national service
Civil disobedience in a democracy is justified
Human rights ought not be sacrificed for national security interests
The restriction of civil liberties for the sake of combating terrorism is justified
When an elected representative puts the opinion of his constituency above his personal judgement he fails to serve the public interest
Contribution to society is the measure of individual worth
When in conflict society’s goal of eliminating discrimination ought to transcend an individual’s right to participate in exclusive voluntary associations
Citizens ought to have the right to bear arms
Society's obligation to the poor ought to be valued above individual economic freedom
HUMAN RIGHTS OUGHT NOT BE SACRIFICED FOR NATIONAL SECURITY INTERESTS.
MANDATORY DRUG TESTING OF PUBLIC OFFICIALS IS JUSTIFIED.
THE PROTECTION OF SOCIETY'S HEALTH INTERESTS THROUGH BROAD-BASED MANDATORY TESTING FOR AIDS OUGHT TO BE MORE IMPORTANT THAN PERSONAL PRIVACY RIGHTS.
A COMMON CULTURE IS OF GREATER VALUE THAN A PLURALISTIC CULTURE.
THE PUBLIC'S RIGHT TO KNOW OUTWEIGHS A CANDIDATE'S RIGHT TO PRIVACY.
THE PUBLIC'S RIGHT TO KNOW OUGHT TO BE VALUED ABOVE NATIONAL SECURITY INTERESTS.
AN INDIVIDUAL'S FREEDOM OF EXPRESSION IS OF GREATER VALUE THAN SOCIAL HARMONY.
GOVERNMENT CENSORSHIP OF INDIVIDUAL EXPRESSION FOR THE GOOD OF SOCIETY IS JUSTIFIED.
HATE SPEECH OUGHT TO BE CENSORED FOR THE GOOD OF SOCIETY.
COMMUNITY CENSORSHIP OF PORNOGRAPHY IS JUSTIFIED.
WHEN IN CONFLICT, THE RIGHT TO A FREE PRESS IS A HIGHER PRIORITY THAN THE RIGHT TO A FAIR TRIAL.
SHOWING DISRESPECT FOR THE AMERICAN FLAG IS ANTITHETICAL TO FUNDAMENTAL AMERICAN VALUES.
SOCIETY IS WELL-SERVED BY THE MAINTENANCE OF A SEPARATE CULTURE FOR THE DEAF.
INDIVIDUALS WITH DISABILITIES OUGHT TO BE AFFORDED THE SAME OPPORTUNITIES AS ABLE-BODIED ATHLETES.
AFFIRMATIVE ACTION TO REMEDY THE EFFECTS OF DISCRIMINATION IS JUSTIFIED.
THE PURSUIT OF SCIENTIFIC KNOWLEDGE OUGHT TO BE LIMITED BY A CONCERN FOR SOCIETAL GOOD.
GOVERNMENT HAS A DUTY TO PROVIDE FINANCIAL SUPPORT FOR THE ARTS.
GOVERNMENT HAVE A RESPONSIBILITY TO REGULATE THE CONTENT OF INFORMATION AVAILABLE TO THEIR CITIZENS THROUGH THE INTERNET.
LAWS WHICH PROTECT CITIZENS FROM THEMSELVES ARE JUSTIFIED.
CAPITAL PUNISHMENT IS JUSTIFIED.
GOVERNMENT THAT GOVERNS LEAST GOVERNS BEST.
CIVIL DISOBEDIENCE IN A DEMOCRACY IS JUSTIFIED.
THE SPIRIT OF THE LAW OUGHT TO TAKE PRECEDENCE OVER THE LETTER OF THE LAW.
GOVERNMENT BY A BENEVOLENT DICTATOR IS PREFERABLE TO A DEMOCRACY.
WHEN AN ELECTED REPRESENTATIVE PUTS THE OPINION OF HIS CONSTITUENCY ABOVE HIS PERSONAL JUDGMENT HE FAILS TO SERVE THE PUBLIC INTEREST.
THE CRIMINAL JUSTICE SYSTEM OUGHT TO PLACE A HIGHER VALUE ON REHABILITATION THAN ON RETRIBUTION.
IN THE CRIMINAL JUSTICE SYSTEM TRUTH-SEEKING OUGHT TO TAKE PRECEDENCE OVER PRIVILEGED COMMUNICATION.
NATIONAL INTEREST SHOULD BE VALUED OVER MORAL PRINCIPLE IN THE CONDUCT OF FOREIGN AFFAIRS.
A GOVERNMENT OWES NO DUTY TO PROTECT THE WELFARE AND RIGHTS OF CITIZENS OF OTHER NATIONS.
THE UNITED STATES OUGHT TO VALUE GLOBAL CONCERNS ABOVE ITS OWN CONCERNS.
A NATION'S SOVEREIGNTY OUGHT TO BE VALUED OVER INTERNATIONAL ORDER.
THE POSSESSION OF NUCLEAR WEAPONS IS IMMORAL.
SOCIETY'S OBLIGATION TO THE POOR OUGHT TO BE VALUED ABOVE INDIVIDUAL ECONOMIC FREEDOM.
A WELFARE SYSTEM OUGHT TO PLACE A HIGHER VALUE ON CREATING JOBS THAN ON PROVIDING SUBSIDIES
CAPITALISM PROVIDES FOR A BETTER SOCIETY THAN SOCIALISM..
COMPETITION IS SUPERIOR TO COOPERATION IN ACHIEVING EXCELLENCE.
A GOVERNMENT OWES NO DUTY TO PROTECT THE WELFARE AND RIGHTS OF CITIZENS OF OTHER NATIONS.
THE DEVELOPMENT OF NATURAL RESOURCES OUGHT TO BE VALUED ABOVE THE PROTECTION OF THE ENVIRONMENT.
PROTECTING THE ENVIRONMENT OUGHT TO BE A HIGHER GOVERNMENTAL PRIORITY THAN ENCOURAGING ECONOMIC GROWTH.
PRESERVING NATURAL RESOURCES FOR FUTURE GENERATIONS IS MORE IMPORTANT THAN USING THEM FOR THE PRESENT.
MANDATORY DRUG TESTING OF PUBLIC OFFICIALS IS JUSTIFIED.
THE PROTECTION OF SOCIETY'S HEALTH INTERESTS THROUGH BROAD-BASED MANDATORY TESTING FOR AIDS OUGHT TO BE MORE IMPORTANT THAN PERSONAL PRIVACY RIGHTS.
TERMINALLY ILL PATIENTS HAVE THE RIGHT TO DIE.
PHYSICIAN ASSISTANCE IN THE SUICIDE OF GRAVELY ILL PATIENTS OUGHT TO BE LEGALIZED.
SUICIDE OUGHT TO BE A CRIME.
RISKING HUMAN LIFE TO GAIN GREATER SCIENTIFIC KNOWLEDGE IS UNETHICAL.
GENETIC ENGINEERING IS IMMORAL.
CONTRACTS FOR SURROGATE CHILD-BEARING OUGHT BE ENFORCEABLE.
THE SCHOOL'S RIGHT TO SEARCH STUDENTS AND LOCKERS IS MORE IMPORTANT THAN A STUDENT'S RIGHT TO PRIVACY.
THAT PUBLIC EDUCATION AFTER HIGH SCHOOL OUGHT TO BE A PRIVILEGE AND NOT A RIGHT.
HIGH SCHOOL STUDENTS' RIGHT TO CONFIDENTIALITY IS OF GREATER VALUE THAN THEIR PARENTS' RIGHT TO KNOW.
A LIBERAL ARTS CURRICULUM IS PREFERABLE TO AN EMPLOYMENT READINESS CURRICULUM IN SECONDARY SCHOOLS.
SCHOOL CENSORSHIP OF ACADEMIC MATERIAL IS HARMFUL TO THE EDUCATIONAL DEVELOPMENT OF HIGH SCHOOL STUDENTS.
CENSORSHIP OF STUDENT PUBLICATIONS BY SECONDARY SCHOOL ADMINISTRATORS IS JUSTIFIED.
THE BEST WAY TO ACHIEVE GENDER EQUALITY IS TO RECOGNIZE THE DIFFERENCES BETWEEN MEN AND WOMEN.
THE SANCTITY OF LIFE OUGHT TO BE VALUED OVER THE QUALITY OF LIFE.
JUSTICE SHOULD ALWAYS BE TEMPERED BY MERCY.
COMPETITION IS SUPERIOR TO COOPERATION IN ACHIEVING EXCELLENCE.
NATIONAL INTEREST SHOULD BE VALUED OVER MORAL PRINCIPLE IN THE CONDUCT OF FOREIGN AFFAIRS.
YOU CAN'T ALWAYS GET WHAT YOU WANT. IF YOU TRY YOU CAN GET WHAT YOU NEED.
THERE IS NO MEANING TO LIFE EXCEPT THE MEANING AN INDIVIDUAL GIVES IT.
IT IS BETTER TO BE A DISSATISFIED SOCRATES THAN A SATISFIED PIG.
THE ARTIST DOES MORE FOR SOCIETY THAN THE ENTREPRENEUR.
WE TREASURE WHAT WE EARN ABOVE WHAT WE ARE GIVEN.

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