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

Abstract

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.

Teaching ESP during emergency remote learning (ERL): Best practices

“…English for Specific Purposes (ESP, hereafter) has specific involvement in designing English words and activities connected to a specific discipline. This approach supports a group of learners to meet their English requirements that generally refers to the demand in the place of work (Nimasari et al, 2019). In this respect, the use of authenticity will be very much suggested (Purwanto & Nurhamidah, 2021) and supporting this statement that ESP teachers should provide effective course design that was suitable for learners' reason of learning (Yulia & Agustiani, 2019).…”

“…According to some studies with the scope and limitation of pandemic situation, ESP teachers have been developing and implementing various strategies of teaching techniques meeeting to the students' need and goals, for example, flipped classroom, problem-based learning, project-based learning, synchronous & asynchronous mixing technique, WhatsApp-based learning (Betaubun, 2021;Kusumawati, 2020;Mandasari & Wulandari 2020;Ardhyantama, 2020). Designing proper and appropriate English materials and techniques as well as the activities for ESP, played a prominent role (Nimasari et al, 2019) so that the learning goals could be achieved successfully, particularly in the context of ERL. ESP teachers are struggling in constructing English online instructions during COVID-19 pandemic.…”

Developing French Coursook for Hospitality Students Based on Needs Analysis

“…Needs analysis (hereafter NA) is a foundation for developing a syllabus, teaching materials, teaching media, as well as, teaching method (Alsamadani, 2017;Otilia, 2015;Serafini, Lake, & Long, 2015). A wellconducted NA will lead the course program fits what the students' need (Liton, 2015;Nimasari, Mufanti, & Gestant, 2019;Serafini & Torres, 2015) Furthermore, Richards (2001,52) stated that needs analysis can be used for varied purposes, for example, the studies undertook by Alsamadani (2017), using the information from the result of needs analysis to design course materials; Abdul Ghani and Wan Daud (2018) as well as Ripai, Wibawa, & Z Idris (2018) employed the information from needs analysis for developing a supported learning media. These studies prove the significance of needs analysis study in developing a language course program.…”