Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Gestanti, Rohfin Andria; Nimasari, Elok Putri; Mufanti, Restu

doi:10.20319/pijtel.2019.31.98117

Cited by 16 publications

(17 citation statements)

References 12 publications

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“…It could lead to an assumption that the tasks prescribed in the coursebook or designed by the teachers required the students to work more on an individual basis or in groups. The importance of varying the types of class activities support [20], [49], [50]. The usefulness of pair work for students was found in [20], which revealed that students had a high preference for pair work activities.…”

Section: Discussionmentioning

confidence: 99%

Evaluating On-going ESP Courses at Two Higher Education Institutions: Students’ Perspectives

Iswati¹,

Hastuti²

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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As ESP is increasingly applied in many non-English departments of higher education institutions, evaluating the course is pivotal as it gauges to what extent the program is successful to meet learners' needs and the overall course goals. Hence, this study was set out to evaluate on-going ESP courses held in two private higher education institutions in Yogyakarta Province by evaluating three aspects: the ESP teachers, the course materials, and the course. The data were collected through an online survey of 149 students of Universitas Muhammadiyah Yogyakarta (UMY) and AMPTA Tourism College and processed with descriptive statistics. Overall, the results suggested that both institutions' students agreed that the three aspects met the set criteria, yet some implications worth take into account. Concerning the ESP practice at the Management Study Program of UMY, sub-aspects that needed improvement were teachers' monitoring during students' activities, the distribution of language skills in the materials, and the variety of learning activities. In the context of the Tour and Travel Business Study Program of AMPTA Tourism College, it demanded attention to teachers' preparedness before teaching, the skills and knowledge relatedness to students' future jobs, and the classroom size.

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Section: Discussionmentioning

confidence: 99%

Evaluating On-going ESP Courses at Two Higher Education Institutions: Students’ Perspectives

Iswati¹,

Hastuti²

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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“…Having this task, they work together to produce a similar sentence. Giving the students opportunity to have more tasks in joint construction can be a more meaningful possibility to develop their analytical thought writing a simple sentence in the same type of text Gestanti et al (2019a). The number of tasks can be determined according to the need of students.…”

Section: Organized Materialsmentioning

confidence: 99%

Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context

Nimasari

Mufanti

Gestant

2019

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English for Informatics Engineering (EIE, hereafter) is significantly requisite for tertiary students. Since EIE is one of English for Specific Purposes (ESP, hereafter) branches, it has particular inescapable characteristics. Teaching materials for EIE should be composed and delivered based on those attributes. Although the materials can be adapted from various resources, developing materials for EIE should definitely follow pedagogical standardized procedures. This article aims to present how material development for EIE is designed based on need analysis results described in a previous research (Nimasari, 2018) and developed according to a specific ESP teaching approach. This current study is a further examination of need analysis results implemented in a coursebook for Informatics Engineering students in a private university in Indonesia. As a part of research and development project research, this study focuses on developing preliminary form of product that includes a prototype of EIE coursebook development. A text-based instruction is utilized as a basis approach to design the EIE material. The results of this preliminary product are four lessons of EIE materials. While one lesson will be presented thoroughly in the discussion, the other three lessons will be attached in the appendix.

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“…Thus, investigating the challenges of teaching ESP in higher education is vital because emergent issues can be used as a basis for proposing policies towards the improvement of ESP practices. Research on ESP has been primarily focused on investigating needs analysis in ESP curriculum or materials development (Aldohon, 2014;Bialik & Fadel, 2015;Boroujeni & Fard, 2013;Gass, 2012;Gestanti et al, 2019;Hou, 2013;Kazar & Mede, 2015;Kellerman et al, 2010;Özyel et al, 2012;Poedjiastutie & Oliver, 2017;Saragih, 2014;Serafini et al, 2015;Setiawati, 2016;Trisyanti, 2009). However, little has been done to reveal the evident challenges encountered by the ESP teachers.…”

Section: Introductionmentioning

confidence: 99%

Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments

Iswati

Triastuti

2021

SiELE

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Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state and four private higher education institutions. The data of this qualitative study were obtained through interviews with five ESP teachers. The interview questions were mainly concerned with the knowledgeability and competence in teaching related to subject-specific contexts, adequacy of ESP training, needs analysis, and classroom condition. The findings reveal that the evident challenges encountered by ESP teachers were: lacking knowledge on students’ field of study, lacking of ESP training, lacking of proper needs analysis, large classes, and various learners’ English competencies. The findings of this study suggest that policymakers (stakeholders) should pay more attention to the practice of ESP teaching, especially in non-English departments, by reforming policy in order to minimize the problems faced by ESP teachers and to improve the practice of ESP teaching.

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Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English

Cited by 16 publications

References 12 publications

Evaluating On-going ESP Courses at Two Higher Education Institutions: Students’ Perspectives

Evaluating On-going ESP Courses at Two Higher Education Institutions: Students’ Perspectives

Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context

Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments

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