Developing Materials for Esp  (English for Specific Purposes) Class

Trisyanti, Umi

doi:10.12962/j24433527.v2i1.666

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…Activities in CLT typically include students in authentic situation or realistic setting of communication, where the accuracy of the grammar and language are less important than successful achievement of communicative task they are Advances in Social Science, Education and Humanities Research, volume 408 performing. Trisyanti (2009) mentions that the ESP materials should meet students" need and it must match with preparation for students" real-life of target language which then require teacher to provide authentic sources and instructional materials. The examples of those activities are role play, simulation, information gap.…”

Section: Discussionmentioning

confidence: 99%

Developing Islamic Integrated Materials for Teaching ESP at Higher Education

Muslimin¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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English for non-English Department students (ESNED) belongs to English for Specific Purposes (ESP). In general, teaching ESNED in ESP program at PGMI Department UIN Mataram focused on grammar with unattractive method. This was caused by the unavailability of teaching material, students' workbook, which was written based on the need analysis and integrating the Islamic values. Furthermore, this study was aimed to develop Islamic integrated materials in the form of students' workbook for teaching ESP at Islamic Elementary School Teachers (PGMI) Department of UIN Mataram. Hence, this study employed a research and development method with quantitative and qualitative data that were acquired from experts' validations and 100 PGMI ESP students' responses. The data collection techniques were survey, questionnaire, and in-depth interview. The study showed that the developed material contains some strengths and weaknesses due to its practical usage which may be used as consideration for further research.

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Section: Discussionmentioning

confidence: 99%

Developing Islamic Integrated Materials for Teaching ESP at Higher Education

Muslimin¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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“…Further, pronunciation should be considered part of ESP course materials as it will contribute to learners" speech intelligibility. Some researchers include it to be one aspect in their ESP studies [27]- [29]. If taught successfully, pronunciation can decrease potential problems [30].…”

Section: Esp Course Materialsmentioning

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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“…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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Developing Materials for Esp (English for Specific Purposes) Class

Cited by 6 publications

References 1 publication

Developing Islamic Integrated Materials for Teaching ESP at Higher Education

Developing Islamic Integrated Materials for Teaching ESP at Higher Education

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

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

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