Proceeding of the 65th TEFLIN International Conference, Universitas Negeri Makassar, 12-14 July 2018, Vol. 65. No. 1

Challenges of a non English education graduate in teaching ESP: A case study in State University of

Sugeng Susilo Adi , Malang, Indonesia

Khusnul Khotimah State University of Surabaya, Surabaya, Indonesia

Corresponding e-mail: [email protected]

Abstract: Recently, ESP has been receiving even greater interest due to the effects of globalization within industry and academia, particularly in Asia. In industrial settings, workers increasingly need strong English skills to succeed in their jobs (Anthony, 2015, p.2). Accordingly, this paper aims at describing the ESP learning process in Non-English Departments at State University of Surabaya (UNESA). This is a case study within the context of the university’s Department of Instructional Technology, School of Educational Sciences. The choice of the case study method is due to its uniqueness because the ESP lecturer at this context does not have an English Language educational background. In depth interview, document analysis, questionnaires, and teaching material evaluation are conducted to collect the details of description about the ESP learning process in the selected context. The research reveals that from the policy perspective, the purpose of the ESP of the university is to prepare the students to complete the English proficiency test designed by the university language center. The topics in the locally designed teaching material are not specifically related to the instructional technology academic discipline. They are about daily issues related to university students’ life. The lecturer utilizes Edmodo, an internet based social media like for assessing students’ performance through quiz and assignments. The various level of students’ proficiency is one of the constraints faced by lecturer. A constructivist approach is applied by the lecturer by providing students opportunities to explore the English language in a communicative use. At the end of semester, majority of the students show an increase in confidence in using English for communicative use.

Keywords: ESP, Non-English Departments, case study, Edmodo, constraints

Introduction be classified according to their areas, among them the areas of higher education policies, English for Specific Purposes (ESP) is a system lecturer autonomy, learning management, and of learning English in Indonesian public (state) socio-culture. and private universities. English language courses are mandatory courses for all In the area of higher education policies, universities in Indonesia based on the national writer’s observations on several state curriculum standards established by the universities in the province of East have Ministry for Research, Technology, and Higher shown that there are differences and similarities Education. In reality, ESP in Indonesia is seen in applied policies related to ESP. The basic as a learning system with many difficulties. similarity is that the universities have all According to the writer, the difficulties that executed the policy that had been executed by often become discussion matters for the central government, in this case by a practitioners of English language learning can ministry, that English language courses are to

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Sugeng Susilo Adi & Khusnul Khotimah. Challenges of a non english education graduate in teaching ESP…

be mandatory for Bachelor’s (S1) degree for English in universities are quite high. programs. However, each university has Further, they had concluded that: different policies in the management of “The results of the research showed that curriculum levels, and even internally within a the Indonesian EFL teachers perceived university there are several differences from that university students’ motivation was one school to another. One university, in generally high. The students’ motivation implementing and achieving a vision to become is moderately related to ESP learning an international-standard university, have achievement for both groups of students. stipulated English-language competence as an However, it was revealed that the absolute prerequisite for its graduates. The students’ motivation and achievement in university has required a certain score on an reading and writing aspects of ESP international-standard English-language test between the students of low and high certificate as a requirement, which has the motivation were considerably different. consequence that the system of management Based on the findings, we recommend for ESP learning is only directed for teachers apply motivational strategies in achievement of the target score on the test. ESP classrooms as the strategies bring benefits to the improvement of students’ The differences of internal implementations of ESP learning achievement” (Dja’far, ESP learning management policies at the level Cahyono & Bashtomi, 2016:33). of schools in a university comprise differences in materials and learning genres. Several This article has the intent of describing the schools teach ESP with the purpose of difficulties, challenges, and strategies of a increasing student competence of the English lecturer in the ESP learning process. This language in mastering the terminology and research is a case study research on the ESP understanding textbooks in the field of learning and teaching process at the knowledge that becomes the focus field of Department of Education Technology of the discipline of the school. Several other schools State University of Surabaya (UNESA). within the said university emphasize the learning goal of general English-language Formulation of the problem ability at the intermediate level, which would allow the student to be able to actively interact From the above explanation, this research is in spoken or written forms using the aimed to describe several problems as in the international language. following formulation: 1. What are the learning strategies that In the area of lecturer autonomy, the lecturers apply in managing ESP inexistence of equal perceptions regarding the learning at the Department of goal ESP makes it difficult for ESP learning to Education Technology of the State succeed. Meanwhile, issues of the lack of University of Surabaya? course meetings, limited facilities for learning, 2. What are the learning goals ESP at the and ineffective class behaviors makes learning Department of Education Technology management difficult. Finally, the position of of the State University of Surabaya? English, which is considered a foreign 3. What are the difficulties that lecturers language, often becomes a reason why English- encounter in achieving ESP learning language learning in universities is often goals? considered ineffective. 4. What are the learning outcomes that are achieved by students after learning Even so, with the various difficulties of ESP ESP? learning in several universities in Indonesia, research by Dja’far, Cahyono, and Bashtomi (2016) had revealed that learning motivation

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Proceeding of the 65th TEFLIN International Conference,Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

Literature review What is happening in tertiary institutions in Japan is that English language courses that ESP in the Asian and Indonesian context have been traditionally managed by non- In an article titled Recent Trends in Asian ESP, English language faculties or departments have Sa-ngiamwibool (2014) stated that more and been transferred to institutions that claim to more Asian countries will require ESP provide English language education that is competence for use in the workplace. The more appropriate to certain needs (Howell regional economic integration of the AEC will 2009, in Anthony 2015). It appears that the play a vital role in ESP learning going forward. increasing importance of globalization will The development of ESP as a field of discipline cause changes in the design and structuring of in Asia will continue to increase. The primary ESP programs, making them more integrated, field of pedagogical ESP is also thought to be coordinated, and connected in the form of further expanding. This reflects the increased network-based learning. influence of ESP in the future, and also that ESP can become a more well-known academic In the Indonesian context, Kusumaningputri discipline. The growth of business in English (2010) explained that the implementation of and the growth of Business English courses in ESP in higher education is essentially an effort the entire Asian region is reflected from the to respond to the challenges of the demands of increase in percentage of researches being the working world. ESP courses are expected to published in this field. Several international provide two benefits. First, as ESP is being journals that are fully dedicated to studies in taught during the time students undergo ESP include The Asian ESP Journal, ESP academic education within their respective World, the Journal of English for Academic fields of discipline, students then learn to use Purposes, and the Taiwan International ESP English directly in the context of their fields of Journal. This growth also reflects the increase discipline, for both academic and non-academic of professional people in the field ESP because interests. Here, academic interests refer to of the internationalization of English as a being able to read, listen, write, and speak global language. about things that are related to content or materials of their fields of discipline. The Meanwhile, in The Changing Role and second benefit is skills for non-academic Importance of ESP in Asia, Anthony (2015) interests outside their fields of discipline, such stated that within the past several years, ESP as speaking, reading, listening, and reading has attracted massive attention from industrial about their everyday things. The examples actors and scholars in Asia due to increased include talking to lecturers and friends, writing pressures from the general public to provide light reviews, listening to news in English, and high-quality English language education as a many more. result of the globalization of economies and higher education. Trends that have been Even so, Kusumaningputri (2010) adds that observed within the past 20 years, such as ESP instructors naturally experience teaching globalization in industry and academics as well difficulties because teaching ESP in as the increase in international students, universities may very well be a new experience indicate that ESP teaching will become a part for them. Pedagogical and emotional maturity, with increased importance in university and the time required to prepare for teaching in curricula in Asia. ESP lecturers are expected to a different department from their field of play an important role in designing and discipline, demands preparations that are not participating in English language programs to simple. In addition, many young lecturers also fulfill the needs of students who struggle to do not understand the character of ESP courses, handle the demands of English Mediated which are essentially different from learning Instruction (EMI) programs. The growth in the English language for general purposes. This EMI instruction can be seen as a reflection of affects the teaching materials, aims, and the current state of English language teaching. methods, which when progressed will cause

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Sugeng Susilo Adi & Khusnul Khotimah. Challenges of a non english education graduate in teaching ESP…

ESP learning to be misdirected. A third local cultural products, which are wayang kulit challenge that lecturers face is excessive shows and greetings at wedding receptions or teaching load. In addition to teaching ESP, the other major events. The English language lecturers are also lecturers in the Faculty of learning process in the classroom, according to Literature and Faculty of Teaching and Coleman, is no different than a wayang show. Education Science, teaching various courses in The lecturer is analogized to be the actively both faculties. This very high teaching load speaking dalang and the students are the causes the achievement of ESP learning goals wayang audience who relax while occasionally to not be at the maximum because the lecturer smoking, eating, drinking, yawning, and even is too tired, putting the learning quality at risk. sleeping, only to then wake up and take notice In terms of teaching materials, in particular in when there is a funny or war scene. The same is non-English study programs, sometimes this true during greetings at a reception; not many becomes irrelevant with the backgrounds and in the audience take notice. For Coleman, needs of the students. This occurs due to English language learning in the Indonesian several reasons, such as the lack of English classroom is purely a ritual. Interestingly, when language teaching materials that have been he interviewed several English language designed for particular purposes, and the many curriculum experts in Indonesia, including available teaching materials published in Sadtono, they consider such classroom foreign countries which have inappropriate behavior to not be a problem. At the end of his difficulty levels to the needs of Indonesian discussion, in what may be an attempt to avoid students. negative reactions to his observations, Coleman considered this English language teaching Another ESP learning context in Indonesia is problem in a neutral way. He stressed that depicted by Coleman (1996) in “Shadow effective English language teaching for the puppets and language lesson: Interpreting Indonesian context is by taking external classroom behavior in its cultural context”. courses, coming to a lecturer’s home, forming This article is an ethnographic study on the study groups, or taking private lessons. As classroom behavior for the English language in revealed above, English language teaching in classes of state universities in the late 80s. Indonesia and in particular the classroom Coleman wanted to see how far the factor of behavior cannot be removed from the culture is related to the English language Indonesian local cultural context. Researches teaching process in the classroom. In his that do not see this as a cultural point will research, he performed direct observation on immediately leap to the conclusion of poor the learning-teaching process in the classroom, teaching. made notes, interviewed lecturers, and read books on Indonesian and in particular Javanese Though circumstances may now have changed, culture, including the work of Clifford Geertz and though the observations of Coleman were and about wayang kulit (shadow puppets). In done on a small scale, some of the facts he one of his notes, he interestingly pointed out revealed indeed does capture the true reality, that: including passive students, classes with many “By the time I left approximately 75 students, students not possessing the materials, people were present… Throughout the and lack of opportunities for students to lesson there was a tremendous amount of actively participate using English in their coming and going, of people changing learning process. place, of late comers arriving and searching for seats, and constant noise of Method people talking, quite openly and loudly, with each other”. (Observation 35). This research applies the case study method. In this case study, in-depth interviews are Coleman saw that the learning process in the conducted with lecturers. In addition, document Indonesia is highly related to two Javanese analysis, student questionnaires, and

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Proceeding of the 65th TEFLIN International Conference,Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

examination of teaching materials are done to (5) executing the activity of data collection, obtain a detailed picture of ESP learning in the which is composed of the activity of collecting selected research context. data from the field or examining through the selected literature; A case study is an empirical research that (6) processing of obtained data, which covers examines contemporary phenomena in a real- the activities of coding, categorizing, life context. Case studies involve intensify comparing, and discussing; analyses on people, communities, or (7) negotiation of study results with the subject organizations. Case studies provide of the study; and opportunities for the researcher to obtain (8) formulating the conclusion of the study, holistic and in-depth views on research which involves the activity of interpreting and problems, and can facilitate the depicting, integrating findings into the structure of understanding, and explanation of problems or previous knowledge, and providing suggestions contextual situations of the research (Yin, for further studies (Rahardjo, 2017: 22). 1994). In case studies, documents and data are examined in detail in order to explain the Findings phenomena within the data. Based on the data, the researcher can produce a theory and will be Lecturer profile able to test this theory (McDonough and As explained in the introduction to this article, McDonough, 1997). the profile of lecturers for the English language course at the Department of Education Rahardjo (2017) added that a case study is a Technology of UNESA represents a unique series of scientific activities that are done in an part of this research, making this research able intensive, detailed, and in-depth manner on a to be categorized as a case study. These program, event, and activity, whether on the lecturers do not possess the theoretical and level of individuals, groups of people, practical foundations for English language institutions, or organizations, to obtain an in- teaching because they are not graduates of the depth knowledge on the event. Usually, the Department of English Education. These selected happening (which is then called a case) lecturers are only Bachelor’s and Master’s is an actual (real-life) event that is taking place, graduates of Education Technology who were not something that has already taken place appointed by department authorities to teach (Rahardjo, 2017:3). the English language course. These lecturers were appointed because they happened to have In this case study, the researcher used the steps high scores in international-standard English to a case study as had been developed by language competence tests. To make up for Rahardjo (2017: 23). These are the their lack of English language educational explanations to the steps of the case study background, department provided to them the research: chance and facilities to participate in several (1) determining the focus of study, which training courses for English language teaching, covers the selection of a problem that is both inside and outside the campus of the State feasible and meaningful to study; University of Surabaya. (2) development of theoretical awareness by studying relevant literature and previous To equalize perceptions regarding teaching studies; content and method, university authorities (3) determining the case or matter to be studied, assigned the language center in the campus to which covers the activity of selecting from design the curriculum, teaching materials, where and whom data is obtained; lesson plans, and evaluation system. The (4) development of a protocol for obtaining and lecturers of the English language course processing data, which covers the activity of become part of a community of ESP lecturers determining the tools, steps, and technique to who routinely communicate informally be used for obtaining and processing data; regarding the issue of ESP teaching.

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Sugeng Susilo Adi & Khusnul Khotimah. Challenges of a non english education graduate in teaching ESP…

Students are expected to be able to use the The aim of the faculty in relation to the English language for communicative purposes mastery of the English language that a student is demanded to have in a global In the documents regarding the vision, mission, life. In detail, lecturers expect that their and goals of the university and the department students can peruse their competence of the of education technology, the researcher did not English language for practical academic needs. find data that shows the importance of mastery For their speaking abilities, students are of foreign languages, in particular English, for expected to be able to understand simple its graduates. Yet, in a document found for the academic spoken discourse such as lectures, aims of the Faculty of Education Science, there lesson videos in English, audio explanations of is very clearly an indirect acknowledgment of spoken academic texts, and simple the importance of English as an international conversations discussing academics and language. These are the aims of the Faculty of education technology as the field of discipline Education Science of UNESA: they study. For their reading abilities, students 1. To create high-quality and competitively are expected to be able to understand simple superior graduates with competence at the academic texts about the field of discipline of national and international levels. education technology. Students should be able 2. To create innovative scientific works in the to explain the primary ideas found within a text field of education science and the science as well as to understand specific information of psychology for both lecturers and found in them. For their writing abilities, students, and to have them published students should be able to write simple nationally and internationally. paragraphs with good grammatical accuracy, 3. To create cooperation with other explain ideas orderly and chronologically, institutions, both national and international, provide relevant information, and draw in order to strengthen the institution and conclusions from the written ideas. Finally, for development of education science and the their speaking abilities, students are expected to science of psychology. be able to present academic texts at an intermediate level in simple academic forum From the above explanation, mastery of settings such as group discussions, class English is considered important because of the discussions, and class seminars. noble reasons of being able to compete at the international level, publish articles In reality, the ESP course at the Department of internationally, and create institutional Education Technology at the State University cooperation with international institutions. of Surabaya is directed to prepare students to face the Test of English Proficiency (TEP) di Aims of ESP learning Language Center of the university as a Normatively, lecturers stated that the aims of prerequisite for student graduation. The teaching the ESP course at the department of lecturers explain that the teaching content is education technology at UNESA is so that extrapolated from the curriculum in the form of students possess an integrated competence of a module book containing general and specific the English language at the intermediate level English language material (EAP and ESP) with in order to understand the discourse of written text related to student life on campus. This and spoken texts in the field of education module was composed in relation to the technology. Further, lecturers explained that the application of the TEP regulation for students ESP course is expected to increase student of the State University of Surabaya as one of competence in fulfilling the need for speaking the requirements for graduation. It is expected English for academic purposes, which is also that the various materials and training exercises related to the field of discipline of education found in the module can help students to study technology. materials in order to achieve the required score.

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Proceeding of the 65th TEFLIN International Conference,Universitas Negeri Makassar, Indonesia 12-14 July 2018, Vol. 65. No. 1

To bridge the gap between the need for English on how to reserve a table at a restaurant. This is language competence integrated in ESP with designed to provide a chance to students so that the demands of the TEP, lecturers innovated by they know about the cultural context of the providing several activities that allow students English language if they wish to dine at a to use the English language for communicative restaurant. The lecturer states that the activity purposes. Several forms of these activities was necessary to be conducted in order to include paired conversations, class discussions, provide cross-cultural understanding, storytelling, and academic presentations that considering that they are used to eat at food are packaged in a teaching model that is both stalls or traditional Indonesian restaurants and challenging and interesting. very rarely eat at a modern restaurant as in the cultural context of the English language. Difficulties, learning strategies, and class behaviors Students’ progress The primary difficulty in ESP teaching as The lecturer explains that some students feel found by the lecturers is the lack of confidence motivated to learn more about English after of students in using the English language for studying ESP in the first semester. They say communicative purposes. Second, the varied that after studying ESP they love English more proficiency levels also become a challenge for than before. They started to read some English lecturers in the effort to create meaningful textbooks and fictions. To increase their learning. Several class activities were listening skill, they say that they started to conducted by the lecturer in facing those watch English movies with no subtitles. But the difficulties. most meaningful progress the lecturer noted from the classroom interaction is that the In addition to following the teaching guidelines students are not afraid to speak up anymore in found in the module, as explained in the the speaking activities. discussion above, lecturers innovated with the use of several learning strategies through The scores of proficiency test (TEP) for the interestingand challenging activities. One students investigated in this research were not example is learning English while having published yet so that the relationship between breakfast together, where students were asked the teaching strategies and the scores were still to bring their own food to be made as not revealed. However, the lecturer tried to storytelling and discussion activities on perform the foriegn language princliples that breakfast from the point of view of the student, she percieved effective. The interview with the including daily activities of the student. In this lecturers shows that she provides the students discussion, students were made to be motivated with, first, opportunies to use the language in to use English as a communication tool. The communicative purposes in some various inability of lecturers in comprehending activities. Secondly, the students are provided theories, methods, and approaches in ESP with all integrated language skills, forms, and learning did not stop lecturers from managing meaning. And the last, students get their learning that is interesting and meaningful. This feedback from online communication by using is proven by the basic principle of foreign a social-media like Edmodo. This Edmodo is language learning, which is to provide a chance utilized to measure the students’ progress such for learners to use the language as a as mid-semester test as well as giving feedback communication tool, which has been executed. for the students performance.

In a further explanation, a lecturer stated that Conclusion students were provided the chance not only to From this research it may be concluded that a use the language in classroom communication, non English education graduate could be a but also the chance to utilize the language in its good ESP lecturer. Some criteria could be cultural context. As an example, students were applied when a higher education institution asked to demonstrate a telephone conversation appoints a non English graduate to aan ESP

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Sugeng Susilo Adi & Khusnul Khotimah. Challenges of a non english education graduate in teaching ESP…

lecturer. A training on English language References teching methodology is a compulsory subject. Also, they should have an excellent English Anthony, L. (2015). The Changing Role and language proficiency. And the last, they should Importance of ESP in Asia. English as a an appropriate knowledge about the subject or Global Language Education (EaGLE) academic discipline of the ESP in which they Journal: Vol. 1 No.1 (2015) 01-21 Foreign are teaching.The research also reveals that from Language Center, National Cheng Kung the purpose of the ESP of the university is to University & Airiti Press Inc. prepare the students to complete the English Coleman, H. (1996). Shadow puppets and proficiency test designed by the university language lessons: Interpreting classroom language center. The locally designed teaching behaviour in its cultural contextdalam material are not specifically related to the H.Coleman (Ed) Society and the language instructional technology academic discipline. classroom. Cambridge: Cambridge They are about daily issues related to university University Press. students’ life. The lecturer utilizes Edmodo, an Dja’far, V.H., Cahyono, B.Y., & Bashtomi, Y. internet based social media like for assessing (2016). EFL Teachers’ Perception of students’ performance through quiz and University Students’ Motivation and ESP assignments. The various level of students’ Learning Achievement. Journal of proficiency is one of the constraints faced by Education and Practice. p: 28-37. Vol.7, lecturer. A constructivist approach is applied by No.14, 2016. the lecturer by providing students opportunities Kusumaningputri, Reni. (2010). English for to explore the English language in a Specific Purposes di Universitas Jember: communicative use. At the end of semester, Tantangan dan Solusi. Pengembangan majority of the students show an increase in Pendidikan, Vol. 7, No. 2, p. 182-189, confidence in using English for communicative December 2010 use. The students progress could be the result McDonough, J. and McDonough, S., (1997). of the approach the lecturer applied, such as Research Methods for English Language providing the students with opportunies to use Teachers. London: Arnold. the language in communicative purposes in Rahardjo, Mudjia. (2017). Studi Kasus Dalam some various activities. Penelitian Kualitatif: Konsep Dan Prosedurnya. Malang: Program Pascasarjana Universitas Islam Negeri Maulana Malik Ibrahim https://www.unesa.ac.id/page/akademik/fak ultas-ilmu-pendidikan

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