THE CHALLENGES OF ISSUES IN

ENGLISH FOR SPECIFIC PURPOSES

(ESP)

MUHAMMAD SYARIF 19178026

ANNISA SALIMA 19178041
CREATED
BY: NIKMAH HAYATI TANJUNG 19178027
GROUP 5
RAHMA WIDI 19178030
YULINDA OKTAVIANA 19178051
THE CHALLENGES OF ISSUES IN ENGLISH FOR SPECIFIC
PURPOSES
(ESP)
REFORMULATING ENGLISH FOR
SPECIFIC PURPOSES (ESP) IN
INDONESIA: CURRENT ISSUES AND
FUTURE PROSPECTS
By Dr. Kusni
• Issues of ESP Course Designs
• Issues of ESP Teachers
• Issues of ESP Objectives and
Course Materials
• Issues of ESP Assessment
ESP TEACHING CHALLENGES IN
AN INDONESIAN VOCATIONAL
HIGHER INSTITUTION
(PONTIANAK)
By ArdiI Marwan
 Students’ learning
motivation
 Mismatch between reality
and expectations
 Lack of quality resources
 Heavy workload
THE PEDAGOGICAL CHALENGGES
OF ENGLISH FOR SPECIFIC
PURPOSES (ESP) TEACHING AT
THE UNIVERSITY OF
MUHAMMADIYAH MALANG,
INDONESIA
By Dwi Poedjiastutie
 Communication as a part of
ESP pedagogy
 Learning-centred teaching
 Collaborative teaching
 ESP materials development
REFORMULATING ENGLISH FOR SPECIFIC PURPOSES (ESP) IN
INDONESIA: CURRENT ISSUES AND FUTURE PROSPECTS
By Dr. Kusni

Issues of ESP Course Designs

The national English curriculum for vocational schools is not
developed by ESP specialists or, at least, by those who understand
ESP. At universities, in addition, ESP course design is made
individually by the lecturers who do not fully understand ESP. It has
never been in touch of ESP specialists or stakeholders‟ evaluation.

There is no connection between the research and theory of

language learning on the one hand and the practice of designing
ESP courses .
 Issues of ESP Teachers

Thirdly, ESP teachers

are responsible for
Secondly, there are
over-loaded teaching
Firstly, no specific inadequate ESP teacher
hours in over-loaded
institution or universities development programs.
numbers of students
which are officially The concept of ESP
(big classes). The heavy
responsible to produces teacher development is
workload of many ESP
ESP teachers. quite unique in
teachers is a challenge
Indonesia
to the improvement of
ESP teaching quality.
Issues of ESP Objectives and Course Materials

The goals and objectives of ESP courses at

Indonesian universities were not really sound
ESP courses

The lack of findings of needs analysis which

capture the materials.
Issues of ESP Assessment
ESP assessment in Indonesia does not figure out clearly which theoretical views
First, are
the field of ESP
followed:
assessment has been seen as a
separate and distinctive part of a
more general movement of
language testing.

Second, ESP assessment has

been viewed as a process in the
broader context of the teaching
and learning process.

Third, assessment enhances the

learning process and act as a
learning device.
ESP TEACHING CHALLENGES IN AN INDONESIAN VOCATIONAL HIGHER
INSTITUTION
(PONTIANAK)
By Ardi Marwan

Teacher is very difficult

to transfer knowledge to
the students because it
Students’ learning
is not their main
motivation
intention to study
English in this
vocational instution.
Mismatch between reality and expectations

English not only for general communication, but

also for the context of English within specific areas
.

Example: Electrical engineering graduates could

communicate with the native speakers when they
work with a foreign electrical company or a local
company operated by foreign workers. Kelvin was,
in fact, very supportive of this expectation, but the
thing that he was so unhappy about was
concerning the quality of students in terms of their
English profi ciency background.
 Lack of quality resources

Owing to the fact that the institution did not have quality resources for
facilitating teachers and students in their teaching and learning process.

Heavy workload

Teacher has difficulties in keeping a balance between his intention to

serve quality teaching and the time he had to prepare for such teaching.
The lack of ESP teachers in the institution.
THE PEDAGOGICAL CHALENGGES OF ENGLISH FOR SPECIFIC
PURPOSES (ESP) TEACHING AT THE UNIVERSITY OF MUHAMMADIYAH
MALANG, INDONESIA
By Dwi Poedjiastutie
Communication as a Part of ESP
Pedagogy

Learning-centred Teaching

Collaborative Teaching

ESP Materials Development

Communication as a Part of ESP Pedagogy

There should not be a focus only

on grammar, but rather teachers
need to encompass
communicative language
teaching into their practice. The
difficulty at present that teachers
often do not have the skills to
achieve this
Learning-centered Teaching

The element of trust and freedom for students

were missing accordingly when teachers
employed very strict controlled-activities
which result in fear and not joyful learning.
Collaborative Teaching
Language Department
teacher and teacher and
language english
content teacher

Teacher-
students
cilabiative
teaching
ESP Materials Development
Teachers had to give their students difficult English materials and push their students.

Teacher gave higher materials to her students to challenge them.

Teacher considered that she taught grammar even though the main goal of the Reading syllabus was
to improve students’ understanding of texts. She did this because she wanted to make sure that
students in her class produced grammatically correct sentences when answering questions.

Student participants said that the students’ lack of readiness for the ESP program is mainly due to
teachers’ poor teaching ability and particularly their appropriate choice of materials.
 THE ANALYSIS OF ESP ON
ELECTRO ENGINEERING STUDENTS
THE ANALYSIS OF ESP ON
ELECTRO ENGINEERING STUDENTS
Subject Electro Engineering Students
1. The students learn English in first semester and second semester
2. They were expected to master in grammar technic vocabularies
Ex: Programme Language and how to pronounce the word fluently.
3. The material that they used in MKU was a book from the lecturer.
The material that they used in electro engineering was e-book from the
lectures that more specific about programme language
4. The media that the lecturer used was in-focus/PPT
5. The students were taught by the lecturer from English Department not
Findings from the specific lecturer.
6. Some students were interested in studying English while some students
were not.
7. In learning teaching process, the students taught about conversation
8. The form of instrument:
- Multiple choices
- Fill in the blank
- TOEFL
 
General English Subject (MKU) Engineering English
General English Subject (MKU) Engineering English

• Simple present tense • Pliers = tang

• Screwdriver = obeng
• Simple past tense • Print
• Display
• Insert first = tambahkan di bagian
awal
• Insert last = tambahkan di bagian
akhir
• Previous
• Next
• Mind (Middle)
• Gets = mengimput data
• Null = kosong