Reflections On EAP Materials at Pharmacy Academy of Surabaya

3rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263
Proceedings – (ELLiC Proceedings Vol. 3, 2019) CD-ROM ISSN: 2579-7549
BRIDGING THE GAP

Reflections on EAP Materials at Pharmacy Academy of Surabaya
Ria Lusiyani1, Dian Wahyunianto2

1
Akademi Farmasi Surabaya, Surabaya, 2Universitas Sebelas Maret, Surakarta
Indonesia
ria.ucyani@gmail.com, ianhenshin01@gmail.com
Abstract
This study aims to evaluate the course module used in EAP teaching at Pharmacy Academy of
Surabaya. The coursebook was evaluated in terms of its subject matter, structure and capability to
meet students‘ need. Two instruments were employed to draw potential strengths and weaknesses
of the coursebook. Firstly, an evaluation checklist adapted from several literatures was designed to
serve teachers’ perspective about the coursebook. Secondly, a set of questions was constructed to
observe students‘ feedback. Surprisingly, the result of the study shows that eight chapters
presented in the module are, considerably, more appropriate for EGAP class rather than ESAP
class. Besides, it was found that each chapter is less-defined as every of them is organized
differently. Furthermore, the whole aspects conclude that a lot of room remains for improvement
for the materials in order to meet the students‘ need.
Keywords: material evaluation, EAP, subject matter, structure, students‘ need
Introduction terms of materials. The teachers could focus

EAP, which stands for English for Academic on teaching language aspects and do not
Purposes, has been a special field around 20 need to cope with contents they do not
years ago. Together with ESP, English for comprehend with as suggested by De Chazal
Specific Purposes, it brings a new sight in [2]. It is believed that EAP teachers are the
teaching English which emphasises on the facilitator, who guide the students into a
students’ need. It is defined as a ‘language deeper investigation of their fields and raise
research and instructions that focuses on the students‘ awareness of disciplinary
specific communicative needs and practises differences [2], [12]. Thus, it is considered
of particular groups in academic context’ [1]. that there is no need for them to comprehend
From this definition, three main aspects, that every students’ field. As the result, the
differ EAP from the general English, can be materials provided in EGAP course are quite
highlighted, including specific general. Meanwhile, ESAP course engages
communicative needs, particular groups, and students‘ specific disciplinary, resulting in
academic context. Those aspects are crucial the materials provided which could be more
and becoming main urgencies in preparing specific and very closely related to the
the material for the EAP students, while the learners’ field, in terms of grammatical and
general English mostly considers the level of discourse features, and rhetorical moves [3].
the learners. Those who are studying in business and
Furthermore, it has been agreed that two engineering require different needs in those
types of EAP class have been acknowleged, linguistic aspects, so that providing the
namely EGAP and ESAP class. EGAP class materials based on the student’s field might
deals with the interdisciplinary students, enable them to improve the content quality
which focuses on improving the students’ of either their piece of writing or spoken
need in general language proficiency, works.
without taking students specific disciplines Regarding the matter above, there is a
into account. Thus, it benefits the teachers, in growing body of literature that recognises
BRIDGING THE GAP: REFLECTIONS ON EAP MATERIALS AT PHARMACY ACADEMY OF SURABAYA 163
Ria Lusiyani, Dian Wahyunianto
the importance of learning material • Do the materials presented in the

evaluation on EAP. To evaluate means to see coursebook meet the need of the
if the materials suit the learning needs rather pharmacy students?
than to build subjective judgement to see if it
is intrinsically good or bad [4]. Thus, 2. Research Design
McGrath [4] proposes an idea that materials The research design applied in this study
evaluation as a cyclical process, in which was descriptive research model. It attempts
there are three stages, including pre-use, in- to cast light on the English coursebook used
use, and post-use evaluation. Further, he at Pharmacy Academy of Surabaya,
argues that other two stages need to be including the subject matter, structure and
completed in the pre-use stage which is capability to meet the students need. Two
selecting the materials [4], [5]. In line, perspectives from both teacher and students
Charles and Pecorari [6] agreed that those were considered to obtain rich information
two stages in the pre-use evaluation include about the book.
brief evaluation, which McGrath [4] calls as
first-glance evaluation, and in-depth 3. Research Object
evaluation. Brief evaluation or first-glance The object of this research is the
evaluation includes media-specific criteria, coursebook used for EAP course at
content-specific criteria, context-relevance, Pharmacy Academy of Surabaya. Students of
and students’ appeal aspects [4], [7]. the first semester who have attended the
Meanwhile, in-depth evaluation ideally has a class and the EAP tutors were engaged in
close analysis of the usefulness of the this research with regards to the coursebook
materials, especially in meeting the students’ evaluation. There are 40 students and three
need and interest [4], [6]. Correspondingly, EAP tutors participating in this research. A
McDonough, Shaw and Masuhara [8] consent had been distributed to the students
propose four aspects for the pre-use and tutors to obtain their willingness to
evaluation, including the context evaluation, participate in the research before the data
external evaluation, internal evaluation and collection process.
overall evaluation. However, this idea seems
too general and does not go into some detail 4. Instruments
aspects compared to the idea initially There were two instruments employed in
proposed by Tomlinson [5] and McGrath [4]. this research, including material evaluation
Thus, combining both first-glance and in- checklist for the teachers to complete [13]
depth evaluation, this study aims to evaluate and a questionnaire adapted from [10] was
EAP coursebook used at Pharmacy Academy distributed to the students to see the students’
of Surabaya in terms of its subject matter, feedback regarding the materials.
organization and its usefulness in meeting Additionally, there were three teachers and
the students‘ need. 20 students participated in this research.
Furthermore, a score rubric was designed to
Methodology enable transcribing the result of both
1. Research Problem checklist and questionnaire into number. The
Based on the background information lowest score is 1 which represents a strong
of the study and the literature reviews, this disagreement to statements, while 2 scores a
research aims to investigate the following fair disagreement or poor condition of the
questions: statements. Additionally, 3 shows a fair
• What are materials provided in the agreement or enough performance to the
EAP coursebook used at Pharmacy given statements. Finally, 4 reflects a good
Academy of Surabaya? condition or a strong agreement to the
• How are the materials provided in the statements.
coursebook organized?
5. Data analysis while organization focuses on the structure

The material evaluation in this research of every chapter on the book. Finally, the
involves two aspects which are brief and in- whole aspect involves every aspect of the
depth evaluation focusing on three book which supports the teaching and
categories: subject matter, organization and learning situation in meeting the students’
capability to meet the students’ needs. need. Furthermore, the result of evaluation
Subject matter, focusing on the coursebook checklist and questionnaire will be scored,
content, allows the evaluation regarding calculated and explained based on the rubric
topics and context discussing the setting of that has been set.
which materials and tasks are presented,
Findings and Discussion

1. Coursebook Subject Matter
Table 1.
Result of the Subject Matter Analysis
Description 1 2 3 4
The subject and content of the textbook is relevant to students’ 67% 33%
need as English language learners.
The subject and content of the textbook is generally realistic 33% 67%
The subject and content of the textbook is interesting, challenging 33% 67%
and motivating
There is sufficient variety in the subject and content of the 67% 33%
textbook
Average=2.25 SD=2.06
Table 1 indicates the result of the pharmacy-related theme (Figure 1) and a

checklist evaluation in term of subject very little pharmacy-related texts are
matter. The average score obtained for the employed in the coursebook. Meanwhile, it
subject matter category is 2.25 with standard is agreed that the class involves students
deviation score is 2.06. It implies the from the same discipline (ESAP), which in
tendency score given for overall statement is this case is pharmacy. Thus, it is expected
2.06 which scores relatively enough for each that the students are offered specific subject-
statement. Around 67% of the teachers related materials rather than general
believed that the subject and content materials that are usually offered in EGAP
presented in the coursebook is irrelevant to class. Taking this fact into account, the
students’ need. Contradictorily, 33% of the materials could, actually, put more focus on
checklist respondents agreed that the both language and content aspects. As
materials, considerably, have relevancy to argued by De Chazal [2], one advantage of
what students need. ESAP class is that materials offered could be
Concerning this relevancy aspects, managed to reach understanding disciplinary
further investigation was made. There are knowledge and help students to comprehend
twelve chapters presented in the coursebook, language aspect. Furthermore, it could be a
including finding part of speech, good chance for the students to be exposed
introduction, filling medication records, more with pharmacy-related input through
explaining medication, writing formal letter both genre and discourse analysis from the
and writing curriculum vitae. The data materials. Subject-related materials are
reported here appear to support the considered as worthwhile investment that
assumption that the subject matters are enables the students to gain a confidence in
considered having low relevancy to the their competence as they are prepared by the
students’ need. Only two chapters involve materials they got from the course [5].
Figure 1.
Table of Content of the EAP Coursebook
The second point, it is the checklist ability that is potentially needed by the
results show the material evaluation in terms students in the future. In short, too many
of its practicality. What is striking about the materials given tend to ignore other aspects
result in table 1 is that the teachers agreed that are more important in learning process,
that the materials have low level of such as enjoyment, motivation, and students’
practicality. About 67% of the teachers comprehension level. As a result, a long-
agreed to score 2 which implies that the term acquisition as a parameter of a novel
subject and content of the coursebook is learning experience is nearly impossible to
generally unrealistic. Additionally, 33% of be achieved [5].
teachers strongly disagreed that the subject Regardless to points above, a good point
and content presented in the coursebook is is obtained by the book regarding the subject
realistic, which also implies its low level of and content evaluation of the coursebook. As
practicality. A possible explanation for these much as 67% of the teachers agreed that the
results is the lack of adequate portion subject matter of the coursebook is
between the number of materials and the potentially demanding and able to rise
class duration. It is expected that one chapter students’ interest and curiosity in learning
need to be covered in one meeting with an process. Further, teachers argued that
hour and forty minutes duration. Taking students were more motivated when they
chapter two as an example, there are four engage in activities involving their
types of tenses that need to be presented in communication skills such as in role play. In
one meeting: simple present tense, present this point, teachers’ creativity in determining
continuous tense, present perfect tense and learning activity is demanded to make the
present perfect continuous tense. Explicitly, materials more interesting and motivating.
the students are likely to be forced to As stated by Tomlinson [5], “the teacher is
comprehend those four tenses in one meeting responsible for the initial generation of
which is too ambitious and almost energy in a lesson.” In other words, how big
impossible. Inline, the fourth statement result the impact of materials depends on how the
shows that 67% of the teachers agreed that teachers manage them.
the book is lack of sufficient variety in
subject and content. Even though there are 2. Coursebook Organization
six chapters presented in the coursebook, it is The second research question “How are
clearly seen that English tenses take almost the materials provided in the coursebook
all materials in every chapter presented. It organized?” was measured through 4 items
seems the book put too much focus on the checklists completed by the teachers. The
English tense and aspects and, considerably, results are presented in Table 2.
little attention is given to communicative
Table 2.
Result of the Organization Analysis
Description 1 2 3 4
The materials provide an appropriate balance of the four skills 67% 33%
The textbook pays attention to sub-skills. E.g. listening for gist, note- 67% 33%
taking, skimming and scanning
The tasks encourage sufficient communicative and meaningful practice 67% 33%
The grammar points and vocabulary items are introduced in motivating 67% 33%
and realistic contexts
Rata2=2.1 SD=2.68
It can be seen that 67% of the teachers the sub-skills, undeniably, has some
responded that the materials in the limitations.
coursebook does not provide balance portion The following point of the checklists is
for four skills of language teaching. whether the tasks encourage sufficient
Meanwhile, 33% of the teachers believed communicative and meaningful practice.
that the materials have poor balance in Responding to this point, 33% teachers
providing the four skills. The imbalance claimed that the tasks in the coursebook have
portion of the four skills provided in the encouraged the communicative and
coursebook is caused by high quantity of meaningful practice sufficiently. The rest of
Grammar points appearing in almost all of the teachers, which is 67%, implied that the
the six chapters presented in the book. book has a little number of tasks that
Tragically, the tasks used to measure encourage communicative and meaningful
students understanding in Grammar, Tenses practice. It can be inferred by looking at the
predominantly, are dominated by writing number of texts provided in this coursebook
task. However, the examples and exercises which is surprisingly insufficient. Regarding
given are pharmacy related topics. The use the low number of texts employed in the
of Pharmacy topics employing the examples coursebook, the goal in achieving the
and exercises in this coursebook has communicative aspects is going to be an
relevancy to the students’ field. This displays arduous job for the teachers if adapting this
that the coursebook is slightly beneficial, yet coursebook is mandatory.
enhancement is highly recommended in Regarding this, Ellis [9] had proposed
providing four skills at leveled division with that “teaching grammar should be integrated
consideration of students’ disciplines. in communicative activities”. Unfortunately,
According to 67% of the teachers, this this coursebook has small portion of
coursebook pays poor attention to the sub- communicative-based tasks proven by only
skills such as listening for gist, note-taking, 33% of the teachers believed that the
skimming and scanning. In contrast, 33% of grammar points and vocabulary items are
the teachers agreed that the coursebook has introduced in motivating and realistic
enough attention to the sub-skills. Based on contexts. In contrast, 67% of the teachers
this result, it can be concluded that the believed that the grammar points and
coursebook basically pays fairly a good vocabulary items are poorly introduced in
attention to the sub-skills providing in each motivating and realistic contexts. Less
chapter. The so-called attention to the sub- number of integrated grammar tasks
skills is shown in the coursebook such as appearing in this coursebook may lead to
note-taking in Noun (topic 1 in chapter 1). major problem for the pharmacy students in
The sub-skills related to listening and understanding the real-life based grammar
speaking skill are inadequately provided in use. The vocabulary tasks occupied in the
this coursebook. As the four skills are not coursebook are also presented in traditional
covered in leveled proportion, attention to way. By using this coursebook as a source of
teaching vocabulary, it still has some To investigate the ability of this

possibility in acquiring numbers of coursebook in meeting the students’ needs,
vocabulary items but using them in realistic Table 3 shows the result of the checklist
context requires an extra work. completed by the teachers related to whole
Using this coursebook in teaching aspects of the material evaluation. About
English for Specific Academic Purposes, 33% of the teachers believed that the
which is pharmacy, as stated above, may coursebook is not appropriate for the
require an extra work for the teachers to language-learning aims of the institutions.
adapt. Considerable improvement is needed Meanwhile, poor performance of the
considering the imbalance portion of four appropriateness of the coursebook for the
skills presented in the coursebook as well as language-learning aims is believed by 67%
the integrated grammar and vocabulary of the teachers. It reflects that most of the
teaching. Unarguably, the sub-skills must teachers are not satisfied enough with the
also follow the four skills coverage in this coursebook appropriateness in terms of
book. In addition, the students also need language-learning aims of the institution. As
more meaningful and communicative known above that the book is directed to the
practice to be encouraged. As the aim of pharmacy students, it merely emphasizes in
EAP proposed by Hyland and Hamp-Lyons the specific terms or specific-used
[1] stated that “EAP offers the possibility of vocabulary items. It ignores most of the
making even greater contributions to principals of EAP materials which ought to
understanding of the varied ways language is assist students not only in the list of technical
used in academic communities to provide terms but also in the use of them in formal
even more strongly informed foundations for (and possibly informal) pharmacy-related
pedagogic materials”. Thus, it can be communication. Low score given by the
concluded that this book, once again, teachers to the coursebook in terms of
unsuccessfully covers the communicative providing balance portion of the four skills
language teaching principal which is based can strengthen the arguments that this
on discourse. coursebook ignores its main purpose to assist
the students in achieving communicative
3. Coursebook vs Students Needs ability in pharmacy-related situation.
Most of the arguments about the It is commonly thought that the
Material Evaluation will eventually lead to coursebook should possess the ability to
the discussion if the materials meet the bring enjoyment to the students in language
students’ needs. Tomlinson [5] stated in one learning. As stated by Richards [10] that “the
point of his theories that “the most important materials should provide a pleasurable
thing that learning materials have to do is to learning experience.” It is believed logically
help the learner to connect the learning that enjoyment would raise the interest in
experience in the classroom to their own life achieving more. Meanwhile, this coursebook
outside the course.” Thus, the use of does not offer an adequate interest for the
coursebook is supposed to be helpful for the students in learning English language study.
students understanding real-life context. In It can be seen from the Table 3 that 67% of
ESAP, the presence of coursebook is the teachers believed that it raises the
preferable considering its benefit to facilitate students’ interest in further English language
the students in giving the real pictures of study poorly. 33% of the teachers thought
applying their field-related English. In that there is inability of the book in raising
addition, Richards [10] holds the view that the students’ interest. The rigid format of the
“in ESAP learner’s needs are often described book is presumably the reason why this book
in terms of performance, that is, in terms of is fairly interesting for the students. On the
what the learner will be able to do with the other hand, the book is expected to increase
language at the end of a course of the study.”
the students’ motivation as they need to have students to reach the communicative goal of
pleasurable materials used. the study. The language-learning aim of the
Finally, 100% of the teachers disagreed institution which is pharmacy institution is
to choose this book to teach as shown in partly achieved merely due to the presence of
Table 3. The main reason is believed that the pharmacy-related vocabulary items. In
book does not meet the students’ needs contrary, the pharmacy-related English is
which expect that the books should cover the absent in the topics about writing formal
four skills in balance followed by the sub- letter and curriculum vitae though empirical
skills. The book is also expected to be example is critically demanded by the
generally realistic in terms of using it in the students. The abundant presences of the
classroom with the duration given. A explicit grammar topics have caused this
probable explanation is that 2 x 50 minutes coursebook appeared very rigid. The
duration given in each meeting is nearly rigidness of the book can be justified by the
impossible to include all topics in one students as uninteresting book and may lead
chapter. Moreover, it is strongly believed to the students’ low motivation in study
that the coursebook has lack of integrated further as it is what they need.
grammar and vocabulary tasks in which
some teachers believed that it can help the
Table 3.
Result of the Whole Aspects Analysis
Description 1 2 3 4
The textbook is appropriate for the language-learning aims of 33% 67%
the institution
The textbook raises the students’ interest in further English 33% 67%
language study
I would choose this textbook to teach 100%
Rata2=1.7 SD=1.50
Regardless to above weaknesses and which contributes to their works the most.
strengths explained above, Table 4 below However, this result needs to be investigated
shows the result of the questionnaires further as it shows inconsistency in the
distributed to the students to know students’ answers as the second and third question
satisfaction toward the material offered. show a contradictory result. Surprisingly,
Around 83.3% of the students agreed that the TOELF and IELTS appear to be two of
materials offered have met what they need many materials the students suggested. This
and help them to perform better in their job. inconsistency could be due to inability to
In line, 55.6% of the students argued that describe what they want and what they need.
they were satisfied with the materials given. As stated by Liu, et al. [3] that students
However, 61.1% of students suggest possibly have different perception of needs,
additional material to be added to the course. wants, and lacks. The perception of needs
Lastly, the forth question allows the students might differ from those perceived by
to give more than one answer, resulting teachers and students [11]. Therefore, further
Explaining Medication as subject matter investigation is needed.
Table 4.
Result of Questionnaires
Description Yes No
Have the materials offered met what you need for your work? 83.3% 16.7%
Are you satisfied enough with the material offered? 55.6% 44.4%
Is there any other materials you want to suggest to add? 61.1% 38.9%
What materials do contribute the most in your work?
 Finding Part of Speech 16.7%
 Introduction 33.3%
 Filling Medication Records 61.1%
 Explaining Medication 72.2%
 Writing Formal Letter 38.9%
 Writing CV 44.4%
Conclusions students‘ need. Beside the imbalance portion

This study aims to investigate the potential of communication skills, there are some
strengths and weaknesses of EAP important aspects in learning process that are
coursebook employed at Pharmacy Academy not found in the book, including number of
of Surabaya. Three parameters for the materials and enjoyment activity. Also, the
coursebook evaluation were set to obtain the result of quesitionaire completed by the
evaluation from teacher’s perpective and students shows some inconsistency regarding
a questionaire was completed by students to their satisfation about the materials offered
know their respond abot the materials in the book. Regardless to its weakness and
offered. The result of data analysis revealed strength, these findings have significant
that so many rooms for improvement in its implications for the understanding of how
subjects and contents, organization, and the EAP coursebook should be. Thus, further
whole aspects concerning the students‘ investigation concerning the students wants
actual needs. In term of subject and content, and needs is encouraged to build same
the materials are expected to be able to perception about both aspects. Lastly, it is
facilitate the students with more pharmacy- suggested that future researchers could dig
related materials as what have been offered and contribute more information and
are considered more appropriate for general knowledge about this field.
academic English class. Also, the number of
materials should be adjusted with the lenght References
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coursebook is considered less-defined. The 1, no. 1, pp. 1-12, 2002.
materials are organized differently in each [2] E. de Chazal, “The general-specific
chapter. Meanwhile, it is highly expected debate in EAP: Which cases is the
that the coursebook could enhance students‘ most convincing for most contexts?”
communication skills, including speaking, Journal of Second Language Teaching
writing, reading and listening. In fact, the & Research., vol. 2, no. 1, pp. 135-
focus of the book is more on the grammatical 148, 2012.
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Also, less attention is also given to C. Sun, “Is what I need what I want?
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for gist, note taking skimming and scanning. needs in English courses for general
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strength and weakness of the coursebook, it Journal of English for Academic
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3rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263

Proceedings – (ELLiC Proceedings Vol. 3, 2019) CD-ROM ISSN: 2579-7549

BRIDGING THE GAP

Ria Lusiyani1, Dian Wahyunianto2

Keywords: material evaluation, EAP, subject matter, structure, students‘ need

Introduction terms of materials. The teachers could focus

the importance of learning material • Do the materials presented in the

5. Data analysis while organization focuses on the structure

Findings and Discussion

Table 1 indicates the result of the pharmacy-related theme (Figure 1) and a

teaching vocabulary, it still has some To investigate the ability of this

Conclusions students‘ need. Beside the imbalance portion

[4] I. McGrath, Materials evaluation and

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