These questions are not only about comprehension questions but also include some of effective reading strategies such as skimming for
main idea, scanning for details, guessing word meanings from context, inferencing, etc.
b Short – answer tasks
This is a common alternative to multiple-choice questions following reading passages. The students are provided a reading passage then
answer the questions in a sentence or two. The specifications are also related to comprehension questions and some of effective reading
skills. The product of this research also applied this assessment in some activities. Almost all of the evaluation parts in the developed
product used short – answer tasks. Nevertheless, sometimes there are
some combination between short-answer tasks and true-false questions.
c Scanning
This strategy is used to find related information in a text. The students are asked to find specific informations. Some of the scanning
objectives for each of the genres are to find: a date, name, or place in an article;
the setting for a narrative or story; the principal divisions of a chapter;
the principal research finding in a technical report; a result reported in a specified cell in a table;
the cost of an item on a menu; and specified data needed to fill out an application.
4 Assessment of extensive reading
a Skimming tasks
This task is a prediction strategy used to give the students a sense of topic and purpose of a text, the organization of the text, the
perspective or point of view of the writer, its ease or difficulty, and its usefulness to the students. Sometimes the questions of skimming
tasks are straightforward. b
Summarizing and responding The common technique in assessing extensive reading is through
summarizing. The students are asked to write a summary after reading a text. Meanwhile responding is a technique which asks the
students to respond to a text.
2. English for Specific Purposes
a. Definition of English for Specific Purposes
In developing English reading learning materials for students of International Mathematics Education, the researcher adopts the principles of
English for Specific Purpose. According to Hutchinson and Waters 1987: 19, ESP English for Specific Purpose is an approach to language teaching
in which all decisions as to content and method are based on the learner’s reason for learning. It means that English is expected to be used based on the
learne rs’ needs and interest. For example, the students of International
Mathematics Education need to learn reading skills in order to support them in understanding their references or literatures written in English. Further
Hutchinson and Waters 1987 also state that ESP should properly be seen not as any particular language product but as an approach to language teaching
which is directed by specific and apparent reasons for learning. In line with the previous explanations, Basturkmen 2010:3 claims that
ESP views learners in terms of their work or study roles and that ESP courses focus on work- or study-related needs, not personal needs or general interests.
He also states that ESP involves analysis of texts and language use learners will encounter in their work and study situations.
Besides, Dudley-Evans and St John 1998:4-5 cited in Basturkmen 2010 state that the characteristics of ESP can be seen through two as
presented below. 1
Absolute characteristics a
ESP is designed to meet specific needs of the learner. b
ESP makes use of the underlying methodology and activities of the disciplines it serves.
c ESP is centered on the language grammar, lexis, and register,
skills, discourse and genres that are appropriate to activities. 2
Variable characteristics a
ESP may be related or designed for specific disciplines. b
ESP may use, in specific teaching situations, a different methodology from that general English.
c ESP is likely to be designed for adult learners, either at a tertiary
level institution or in a professional work situation; it could be used for learners at secondary school level.
d ESP is generally designed for intermediate or advanced learners, and
e Most ESP courses assume basic knowledge of the language system,
but it can be used with beginners.
Basturkmen 2010 claims that ESP is more effective than general English Second Language approach. He states that ESP approach can fulfill
students’ interests and needs that will increase their motivation. He also assumed that students will be more interested in topics and texts related to
their work or study areas. Based on some ideas proposed by some experts, it can be concluded that
ESP is an approach to cover the English learners with a certain study or work. ESP products or courses are developed through needs analysis process. The
result of needs analysis will present the needs and interests of the students. That is why the input of the materials should be appropriate for learners’
needs.
b. Definition of English for Academic Purposes
It is known that EAP is one of the main branches of ESP. The developed materials of this research are classified as English for Academic Purpose
since the learners require English for academic study. Dudley-Evans and St. John 1998:34 define EAP as “English teaching that refers to a study purpose
and the concerns of EAP are needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribe by their study
situation”. Furthermore, Hyland and Lyons 2002:2 via Tomlinson 2008 state that
“EAP refers to language research and instruction that focuses on the specific communicative needs and practices of particular groups in academic context.
It means that this purpose aims to cover students’ needs for their study
purpose. In addition, Hutchinson and waters 1987 state that English for academic purposes is a branch of ESP that focused on study purposes. It
means that the learners require the language for their study. Tomlinson 2008:75 proposes the reading skills required for EAP based
on English Language Centers of some Australian Universities as mentioned below.
Table 1: Reading Skills Required for EAP
Reading Understanding academic texts
Taking notes Identifying relevant information
Interpreting information Recognizing point of view and bias
Based on some definitions proposed by some experts, the developed materials of this research are classified as EAP since this research aims to
develop reading materials for students of International Mathematics Education study program.
c. Needs Analysis in ESP
Before developing materials for students of ESP, needs analysis should be done to distinguish between the current materials with the ESP materials are
expected by students. Graves 2000:98 defines needs analysis as a systematic and ongoing process of collect
ing information about students’ needs and preferences, interpreting the information and then making course decision
based on the interpretations in order to meet the needs.
