Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context Merancang Materi Bahasa Inggris Untuk Tujuan Khusus: Produk Awal untuk Konteks Teknik Informatika
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Published:
Oct 14, 2019
Keywords:
English for Specific Purpose, Informatics Engineering Context, material development, text-based instruction
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(1) * Elok Putri Nimasari
Faculty of Engineering and English Language Center, Universitas Muhammadiyah Ponorogo
Indonesia
(2) Restu Mufanti
English Language Study Program, Education Faculty, Universitas Muhammadiyah Ponorogo
Indonesia
(3) Rohfin Andria Gestant
Faculty of Social and Political Science, Universitas Muhammadiyah Ponorogo
Indonesia
(*) Corresponding Author
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.
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How to Cite
Nimasari, E. P., Mufanti, R., & Gestant, R. A. (2019). Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context. JEES (Journal of English Educators Society), 4(2), 61-68. https://doi.org/10.21070/jees.v4i2.2526
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Copyright (c) 2019 Elok Putri Nimasari, Restu Mufanti, Rohfin Andria Gestant
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Ghafournia, N., & Sabet, S. A. (2014). The most prominent roles of an ESP teacher. International Education Studies, 7(11), 1–9. https://doi.org/10.5539/ies.v7n11p1
Ibrahim, H., Ali, H., Rahman, A., & Salih, A. (2013). Perceived Views of Language Teachers on the Use of Needs Analysis in ESP Materials Writing, 6(3), 11–19. https://doi.org/10.5539/elt.v6n3p11
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Johns, A. M. (2015). English for Specific Purposes: The state of the art (An online interview with Ann M. Johns) Ann M. J. International Journal of Language Studies, 9(2), 113–120.
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Li, A., & Peng, T. (2018). Advances in Language and Literary Studies Observing “ Myself ” in the Video : Fostering Reflective Practice in Oral Presentation Training. Advances in Language and Literary Studies, 9(3), 138–144.
Liton, H. A. (2016). ESP Learners’ Needs Related Learning for the Workplace: A Pragmatic Study for Business School. International Journal of Instruction, 8(2), 3–16. https://doi.org/10.12973/iji.2015.821a
Ludy, M., Brackenbury, T., & Peet, S. H. (2016). Student Impressions of Syllabus Design : Engaging Versus Contractual Syllabus Student Impressions of Syllabus Design : Engaging Versus Contractual. International Journal for the Scholarship of Teaching and Learning Article, 10(2).
Malicka, A., & Norris, J. M. (2017). From needs analysis to task design : Insights from an English for specific purposes context. https://doi.org/10.1177/1362168817714278
Mufanti, R. (2016). Highly Proficiency Learners on Noticing Strategy Towards Corrective Feedback. Journal of English Educators Society, 1(1), 19–30. https://doi.org/10.21070/jees.v1i1.149
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Nimasari, E. P. (2018b). How Do Undergraduate Students Avoid Plagiarism? The Asian EFL Journal, 20(4).
Nimasari, E. P., Mufanti, R., & Gestanti, R. A. (2019). SEKOLAH TOEFL as a Platform to Integrate Technology and Online Learning Resources in ELT. Asian EFL Journal, 23(3.2).
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Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338–349. https://doi.org/10.5897/ERR2016.3125
Rahman, M. (2015). English for Specific Purposes ( ESP ): A Holistic Review, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104
Rahman, M. M. (2011). Genre-based Writing Instruction : Implications in ESP Classroom. English for Specific Purposes World, 11(33), 1–9.
Richards, J. C. (2011). Creating Effective Language Lessons Creating Effective Language Lessons. New York: Cambridge University Press.
Roehling, J. V, Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Reading Comprehension. The Reading Teacher, 71(1), 71–82. https://doi.org/10.1002/trtr.1590
Sari, F., & Atmanegara, Y. (2018). Developing ESP Reading Materials for Accounting Students. Advances in Language and Literary Studies, 9(5), 1. https://doi.org/10.7575/aiac.alls.v.9n.5p.1
Sarigoz, I. H. (2019). ELT Teacher Trainees’ Encounters with Syllabus Design, 11(1), 190–196.
Swanson, E., Stevens, E. A., & Wexler, J. (2019). Engaging Students With Disabilities in Text-Based Discussions Guidance for General Education Social Studies Clasrooms. Teaching Exceptional Children, 51(4), 305–312. https://doi.org/10.1177/0040059919826030
Thouësny, S., Jalkanen, J., Alzahrani, S., Bradley, L., & Taalas, P. (2018). Practices, challenges, and prospects of e-learning at a Saudi university: English teachers’ perspectives. Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers from EUROCALL 2018, 2018(2018), 6–10. https://doi.org/10.14705/rpnet.2018.26.804
Tyner, B. C., & Fienup, D. M. (2015). A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel. Journal of Applied Behavior Analysis, 48(3), 701–706. https://doi.org/10.1002/jaba.223
Vasterling, V. (2016). What is the aim of discussion ? A provisional answer with the help of Habermas and Arendt. Arts & Humanities in Higher Education, 1–14. https://doi.org/10.1177/1474022216629124
Wang, E. L., & Matsumura, L. C. (2018). Text-based writing in elementary classrooms: teachers’ conceptions and practice. Reading and Writing, 1–34. https://doi.org/10.1007/s11145-018-9860-7
Zhang, Y. (2017). Supporting English Language Learners in Social Studies: Language-focused Strategies. The Social Studies, 108(5), 204–209. https://doi.org/10.1080/00377996.2017.1354808
Allan, M., & Bahtaji, A. (2015). Improving transfer of learning through designed context-based instructional materials. European Journal of Science and Mathematics Education, 3(3), 265–274.
Alsamadani, H. A. (2017). Needs Analysis in ESP Context : Saudi Engineering Students as a Case Study, (c), 58–68.
Burdina, M., Sasser, S. L., Burdina, M., & Sasser, S. L. (2018). Syllabus and economics : Reasoning with Generation “ Why ” Syllabus and economics : Reasoning with Generation “ Why .” The Journal of Economic Education, 49(1), 38–45. https://doi.org/10.1080/00220485.2017.1397578
Cheng, A. (2007). E NGLISH FOR Transferring generic features and recontextualizing genre awareness : Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purpose, 26, 287–307. https://doi.org/10.1016/j.esp.2006.12.002
Gestanti, R. A., Nimasari, E. P., & Mufanti, R. (2019). Esp Issue in Indonesian Tertiary Context: What Students Need in Learning English. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 98–117. https://doi.org/10.20319/pijtel.2019.31.98117
Gestanti, R. A., Nimasari, E. P., Mufanti, R., & Ponorogo, U. M. (2018). Multicultural Classroom: Teachers' Reflection in Teaching English for International Students from Non-English Speaking Country. Exposure, 7(2), 179–191.
Ghafournia, N., & Sabet, S. A. (2014). The most prominent roles of an ESP teacher. International Education Studies, 7(11), 1–9. https://doi.org/10.5539/ies.v7n11p1
Ibrahim, H., Ali, H., Rahman, A., & Salih, A. (2013). Perceived Views of Language Teachers on the Use of Needs Analysis in ESP Materials Writing, 6(3), 11–19. https://doi.org/10.5539/elt.v6n3p11
Irshad, I., & Anwar, B. (2018). English for Specific Purposes: Designing an EAP Course for Computer Science Students. Journal of Education and Educational Development, 5(1), 156. https://doi.org/10.22555/joeed.v5i1.1533
Johns, A. M. (2015). English for Specific Purposes: The state of the art (An online interview with Ann M. Johns) Ann M. J. International Journal of Language Studies, 9(2), 113–120.
Johnson, J. H. (2017). The SocWoC corpus: compiling and exploiting ESP material for undergraduate social workers. In New developments in ESP teaching and learning research (pp. 133–151). Research-publishing.net.
Li, A., & Peng, T. (2018). Advances in Language and Literary Studies Observing “ Myself ” in the Video : Fostering Reflective Practice in Oral Presentation Training. Advances in Language and Literary Studies, 9(3), 138–144.
Liton, H. A. (2016). ESP Learners’ Needs Related Learning for the Workplace: A Pragmatic Study for Business School. International Journal of Instruction, 8(2), 3–16. https://doi.org/10.12973/iji.2015.821a
Ludy, M., Brackenbury, T., & Peet, S. H. (2016). Student Impressions of Syllabus Design : Engaging Versus Contractual Syllabus Student Impressions of Syllabus Design : Engaging Versus Contractual. International Journal for the Scholarship of Teaching and Learning Article, 10(2).
Malicka, A., & Norris, J. M. (2017). From needs analysis to task design : Insights from an English for specific purposes context. https://doi.org/10.1177/1362168817714278
Mufanti, R. (2016). Highly Proficiency Learners on Noticing Strategy Towards Corrective Feedback. Journal of English Educators Society, 1(1), 19–30. https://doi.org/10.21070/jees.v1i1.149
Mufanti, R., & Susilo, A. (2017). Original Research Article Bridging the Gaps Between Students’ Prior Knowledge and Skills in Writing and the Expected Thesis Outcomes, 2(October), 101–118. https://doi.org/10.21070/jees.v2i2.982
Mufanti, R., Susilo, A., Gestanti, R. A., & Nimasari, E. P. (2019). A Constructing and Analyzing Model for the Teaching of Grammar. Asian EFL Journal, 23(3.2).
Nimasari, E. P. (2018a). An ESP Needs Analysis: Addressing the Needs of English for Informatics Engineering. JEES (Journal of English Educators Society), 3(1), 23. https://doi.org/10.21070/jees.v3i1.1085
Nimasari, E. P. (2018b). How Do Undergraduate Students Avoid Plagiarism? The Asian EFL Journal, 20(4).
Nimasari, E. P., Mufanti, R., & Gestanti, R. A. (2019). SEKOLAH TOEFL as a Platform to Integrate Technology and Online Learning Resources in ELT. Asian EFL Journal, 23(3.2).
Osman, H. (1999). GENRE-BASED lNSTRUCTION FOR ESP. The English Teacher, XXXlll.
Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338–349. https://doi.org/10.5897/ERR2016.3125
Rahman, M. (2015). English for Specific Purposes ( ESP ): A Holistic Review, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104
Rahman, M. M. (2011). Genre-based Writing Instruction : Implications in ESP Classroom. English for Specific Purposes World, 11(33), 1–9.
Richards, J. C. (2011). Creating Effective Language Lessons Creating Effective Language Lessons. New York: Cambridge University Press.
Roehling, J. V, Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Reading Comprehension. The Reading Teacher, 71(1), 71–82. https://doi.org/10.1002/trtr.1590
Sari, F., & Atmanegara, Y. (2018). Developing ESP Reading Materials for Accounting Students. Advances in Language and Literary Studies, 9(5), 1. https://doi.org/10.7575/aiac.alls.v.9n.5p.1
Sarigoz, I. H. (2019). ELT Teacher Trainees’ Encounters with Syllabus Design, 11(1), 190–196.
Swanson, E., Stevens, E. A., & Wexler, J. (2019). Engaging Students With Disabilities in Text-Based Discussions Guidance for General Education Social Studies Clasrooms. Teaching Exceptional Children, 51(4), 305–312. https://doi.org/10.1177/0040059919826030
Thouësny, S., Jalkanen, J., Alzahrani, S., Bradley, L., & Taalas, P. (2018). Practices, challenges, and prospects of e-learning at a Saudi university: English teachers’ perspectives. Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers from EUROCALL 2018, 2018(2018), 6–10. https://doi.org/10.14705/rpnet.2018.26.804
Tyner, B. C., & Fienup, D. M. (2015). A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel. Journal of Applied Behavior Analysis, 48(3), 701–706. https://doi.org/10.1002/jaba.223
Vasterling, V. (2016). What is the aim of discussion ? A provisional answer with the help of Habermas and Arendt. Arts & Humanities in Higher Education, 1–14. https://doi.org/10.1177/1474022216629124
Wang, E. L., & Matsumura, L. C. (2018). Text-based writing in elementary classrooms: teachers’ conceptions and practice. Reading and Writing, 1–34. https://doi.org/10.1007/s11145-018-9860-7
Zhang, Y. (2017). Supporting English Language Learners in Social Studies: Language-focused Strategies. The Social Studies, 108(5), 204–209. https://doi.org/10.1080/00377996.2017.1354808