The importance of expected learning outcomes in a lesson plan (a case study in Balinese and old Javanese departments)

Abstract

This paper aims at finding out the role of Expected Learning Outcomes (ELO) in producing the Lesson Plan for English for Specific Purposes (ESP) Course taught in Balinese and Javanese Departments, Faculty of Arts, Udayana University. Theoretically, a lesson plan is created based on the needs of the students that in our situation is reflected in the Expected Learning Outcome (what the department wants its graduates to be). Since the students come from two different Departments – Balinese and Old Javanese Departments – and are taught in the same session, comparing the Expected Learning Outcome to find the language needed by the students is necessary to be conducted. A kind of compromising is important to be done to make the learning process useful for those two Departments. The data about the Expected Learning Outcome were taken from the Department document and the additional data were taken from the students to be put as consideration in deciding the teaching materials. The data collected wereanalyzed qualitatively to decide what teaching materials suitable for the students of both Departments so that the learning process can meet the learning outcomes. The theory of teaching ESP by Hutchinson and Waters(2010) will be used in this research. The results show that the Expected Learning Outcomes are very important to determine the teaching and learning materials and process of ESP. From the graduate profiles and the ELO, students in both Departments need to be given translation theory and practice course. The students in those two different Departments should study ESP in different classes and sessions because translation theory and practice dealing with many cultural terms in Balinese and Old Javanese are not as easy task to do