AN INVESTIGATION OF ENGLISH FOR SPESIFIC PURPOSES PROGRAM AT A STATE ISLAMIC UNIVERSITY.

TABLE OF CONTENTS

Acknowledgements Table of Contents List of Figures List of Tables Abstract

Chapter I Introduction

1.1Background of Study ………

1.2Purposes of the Study ………..

1.3Research Questions ………..

1.4Scope of the Study ………

1.5Significance of the Study ………. 1.6Organization of the Thesis ……… Chapter II Theoretical Framework of The ESP Teaching Material 2.1 ESP in English Language Course ………. 2.2 Types of ESP ……… 2.3 Typical Characteristics of the ESP ……….. 2.4 Need Analysis ……….. 2.5 Summary ……….. Chapter III Methodology

3.1 Setting and participants ………. 3.2 Research Method ……….. 3.2.1 Research Design ………. 3.2.2 Data Collection Techniques ……… 3.2.3 Data Analysis ………. 3.3 Summary ………..

Chapter IV Data Presentation and Analysis

4.1 The Characteristics of teaching learning Process Employed …… 4.1.1 Data Presentation ……….. 4.1.1.1 Data From Students' Questionnaire ……… 4.1.1.2 Data From Observation ……….. 4.1.1.3 Data from Interview ……… 4.1.2 Data Analysis of the characteristics of Teaching learning

Employed by Lecturers ……… 4.2 The Teaching Materials Provided by the Lecturers ……… 4.2.1 Data Presentation ………

Page iv vi viii ix x 1 4 4 5 5 6 7 15 20 33 35 36 38 38 39 41 42 43 44 46 52 53 57 57 57

4.2.1.1 The Types of teaching Materials ………... 4.2.1.1.1 Data from Questionnaires ……… 4.2.1.1.2 Data from Documents ... 4.2.1.1.3 Data from Interview ……… 4.2.2 Data Analysis Concerning the Materials Provided by the

Lecturers ………. 4.3 The Students' Needs ………. 4.3.1 Data Presentation ……… 4.3.1.1 Data from Questionnaires ……… 4.3.1.2 Data from Interview ………. 4.3.2 Data Analysis Concerning the students' Needs in Learning

English ………... 4.4 Summary ………. Chapter V Conclusions and Suggestions

5.1 Conclusions ……… 5.2 The Limitation of the Study and recommendation for

Further Study ……… 5.3 Suggestions ……… References

Appendixes:

Appendix 1: The Sample of Teaching Materials Given by Lecturer ……….. Appendix 2: The Syllabus ……….. Appendix 3: The Observation Form of Lecturer Observation Appendix 4: Data from the Students' Questionnaire on

Teaching Learning Process Employed ……….. Appendix 5: Data from the Students' Questionnaire on The

Students' Opinion on Teaching Materials ……. Appendix 6: Data from the Students' Questionnaire on

Students' need in English teaching Learning …. Appendix 7: Data from the Lecturers' Interview ………

58 59 61 61 64 64 64 65 66 68 69 69 70 71 72 74 75 106 107 109 111 113 116

LIST OF FIGURES

Figure 2.1: ESP and The Branches ………... Figure 2.2: Types of ESP ……….

Page 14 18

LIST OF TABLES

Table 4.1: The Teaching Learning Process Employed ………. Table 4.2: The Teaching Learning Process Employed: Observation Result

on Preparation ………

Table 4.3: The Teaching Learning Process Employed: Observation Result

on Presentation ………

Table 4.4: The Teaching Learning Process Employed: Observation Result

on Method ………

Table 4.5: The Teaching Learning Process Employed: Observation Result

on Personal Characteristics ………

Table 4.6: The Teaching Learning Process Employed: Observation Result on Teachers – Students Interaction ……… Table 4.7: The Teaching Learning Process Employed: Overall

Observation Result ………. Table 4.8: The Students' Opinion on Teaching Materials ……… Table 4.9: The Students' need in Teaching Learning ………..

Page 44

46

47

49

50

51

55 58 64

CHAPTER I INTRODUCTION

1.1 Background of the study

At present, English is the language of globalization, international communication, commerce and trade, the media and pop culture, different motivations for learning it come into play, English is no longer viewed as the property of the English-speaking world but is an international commodity sometimes referred to as World English or English as an International language

As an international language, English is important to learn and teach. Accordingly, due to its importance, English is learnt and taught from elementary to tertiary levels in Indonesian. The purpose of learning the language is essentially a “deferred” purpose, deferred till the tertiary level of education, normally at university, where, it is agreed, knowledge of English would be helpful in their academic studies. Immediate aims of learning English are defined by the requirements of examinations. Teaching English at tertiary level, therefore, is to be suitable with major context which is called English for Specific Purposes (ESP). Harmer (1991: 1) states that the term English for Specific Purposes has been applied to situations where students have some specific reason for wanting to learn the language. Additionally, Alwasilah (2001: 57) says that higher education students are not longer to learn English as a language. The emphasis should be on the substance of field of study that is mediated by English for Specific Purposes (ESP).

A need has arisen to specify the aims of English learning more precisely as the language has increasingly been required to take on auxiliary role at the tertiary level of education. English teaching has been called upon to provide students with the basic ability to use the language to receive and, to a lesser degree, to convey information associated with their specialist studies. This is particularly so in the developing countries where essential textbook material is not available in the vernacular languages. Thus whereas one talked previously in general terms of ELT (English Language Teaching), there is now some acronymic variants as ESP (English for Special Purposes) which includes of EST (English for Science and Technology), EBE (English for Business and Economics), and ESS (English for Social Sciences) ( Allen, 1974: 73; Hutchinson and Waters, 1987: 17). Of course, there can be other specific purposes besides those three kinds of purposes mentioned above as science and technology are developing rapidly.

As a matter of fact, recently the teaching of English for specific purposes becomes fashionable. The need to specify the aims of learning English is especially felt in university level in Indonesia where access to scholarly works and scientific literatures is difficult for those with no knowledge of English relating to their major. The mastery of English language is thus demanded in their study because nowadays more and more textbooks are written in English. The demand for this has often come from groups of students with no need for ‘general English’ as is provided by secondary schools. They normally have already completed a ‘general’ course and are to learn English for particular reasons connected with their discipline or profession.

In such a situation English is no longer a ‘general subject’ that must be learned in order to pass the language examination, but it is probably the medium of instruction and access to scholarly works and literature written in English or for particular reasons connected with their studies or their job (professions). For this reason the extent of teaching for specific and limited purposes is steadily growing. It is because the learners are more aware and know specifically why they are learning the language. The situation like that can be found and resulted in the expansion of one particular aspect of English language teaching (ELT), namely the teaching of English for Specific Purposes (ESP).

Tarbiyah and Teachers Training is one of Faculties of the UIN (Universitas Islam Negeri: State Islamic University), Islamic Education Department is one of departments of Faculty of Tarbiyah and Teachers Training. English is a compulsory subject for Islamic Education Department students in UIN. It is mandatory for all new students. Every one has to attend two semester language courses worth six credit hours. Thus three credit hours are given to the first year students, with 150 minutes per week, and the other half are given to the second semester. The emphasis of English teaching and learning is on reading ability and skills stated in the objectives. English language at the Islamic Education Department is associated with the specialist studies of the students. So that, the characteristic of English courses at the Islamic Education Department is that it takes the ESP approach.

Although English has been taught for a long time at Islamic Education Department, based on the researcher' observation there are still a lot problems

faced by students, such as students' achievement which are not yet satisfactory, certain teaching methods cannot be applied, and the relevance of the materials to the students needs. However there has not been any research which tried to investigate all these problems.

All these have inspired the researcher to do research on “An Investigation of English for Specific Purposes (ESP) Program at Sunan Gunung Djati State Islamic University Bandung. This study will attempt to analyze the principles of ESP implemented at the Islamic Education Department.

1.2 Purposes of The study

As indicated in the background of the study, this study is aimed at:

1. Exploring the characteristics of teaching learning English process employed by lecturers.

2. Investigating English teaching materials provided by lectures of Islamic Education Department of Faculty of Tarbiyah and Teachers Training. 3. Finding out the students' needs in English learning.

This study, therefore, does not deal with the solution to the problems but with the provision of empirical information about learning problems experienced by Islamic Education Department students of The Faculty of Tarbiyah and Teachers Training. Nevertheless, some suggestions for solutions and recommendations to overcome the learning problems are presented.

1.3 Research Questions

In line with the purposes of the study, the study attended to address the following questions:

1. How is the teaching of ESP conducted in Islamic Education Department of Faculty of Tarbiyah and Teachers Training? .

2. What materials are provided for the students in the teaching of ESP in the research site?

3. What are the students' needs in English learning? Are the teaching of ESP and the materials relevant to the students’ needs?

1.4 Scope of the Study

As outlined in the purposes and research questions, the scope of the study will focus on the English teaching materials as a stipulated general course (Mata Kuliah Umum), and its implementation of teaching-learning process at Islamic Education Department of Tarbiyah Faculty and Teacher Training of Universitas Islam Negeri (UIN). Additionally, this study is also focused on students' needs in learning English.

1.5 Significance of the Study

This study is significant in that it is concerned with the teaching of English at Islamic Education Department of State Islamic University . The results of the study are expected to:

1. shed light on teaching English and can lead the betterment of the teaching of English at UIN in particularly and other institutions in which ESP applied.

2. help students improve their ability in English.

3. improve lectures' knowledge in which ESP context is employed.

1.5. Organization of the Thesis

The thesis will be organized as follows:

Chapter I elaborates introduction with background of the purposes of the study, research questions, scope of the study, significance of the Study, and organization of the thesis.

Chapter II describes The ESP in English Language Course, Types of ESP, and Typical Characteristics of the ESP, and need analysis.

Chapter III explains setting and participants, and research method: research design, data collection technique, and data analysis. .

Chapter IV portrays data presentations and analysis. Chapter V elaborates conclusions and suggestions

CHAPTER III METHODOLOGY

This chapter will deal with the methods given to analyze on the statement of problems. This chapter will also explore the research methodology to do with (1), setting and participants, and (2) research method concerning with research design, data collection technique, and data analysis.

3.1 Setting and Participants

This study was conducted at Islamic Education Department of The Faculty of Tarbiyah and Training of Sunan Gunung Djati State Islamic University Bandung located at Jl. A. H. Nasution 105 Ujung Beurung Bandung. Islamic Education Department is one of departments of Faculty of Tarbiyah and Teachers Training. It officially was established in 1968 with the issuing of the Department of Religious Affairs Decree No. 57/1968. The Faculty of Tarbiyah and Teacher Training has seven departments, namely Islamic Education, Islamic Education Studies, Arabic Education, English Education, Mathematics Education, Biology Education, and Chemistry Education. Besides the Faculty of Tarbiyah and Teachers Training has diploma programs that aim at producing diploma graduates of professional teaching at kindergartens and elementary schools and teaching certificate program IV that aims to provide graduates of non-education department to become professional teaching.

The researcher has chosen this faculty for his research setting because of at least four main reasons. First, the researcher is the English lecturer in that university so he would not find any difficulties in gaining the data. Secondly, it is expected that this study will be of significance in the sense that its findings can encourage both institution and lecturers to fully understand the learning problems faced by students. Third, the researcher has chosen that department due to the largest number of students at UIN Sunan Gunung Djati Bandung. Fourth, hopefully, that the impact of his conduct of study can enhance the English teaching at the research site.

This study was not aimed at surveying all lecturers and students who were studying at The Faculty of Tarbiyah and Teachers Training of Sunan Gunung Djati State Islamic University Bandung; rather, it was intended to investigate English lecturers and students who were studying English as stipulated general course in Islamic Education Departments. The participants were selected randomly. The primary data were taken from the students as well as the English lectures. The three English lectures were asked to be interviewed. Fifty six students were required to fill out questionnaire. Additionally, the two authorities in the research site were the Dean Assistance 1 and the Head of Islamic Education Department.

The students chosen were those who were taking English as a stipulated general course, academic year 2006/2007. Beside that, they were really the students taught by the three English lectures and had the same opportunity to be selected provided that they could provide lucid information needed.

3.2 Research Method

The research method used in this study was a qualitative research because researcher wants to describe the situation or events in a natural setting. It is in line with what Mc Millan (1992:214) states that qualitative research is carried out in natural setting. It is taken from one kind of descriptive research, e.g.; a case study. (Bogdan and Biklen, 1992, in Mustafa, 2000) say, "a case study is a detailed information of one setting, or one single subject, or one single depository of document or one particular event". In this case, its focus is on ESP in English language teaching material in Islamic Education Departments of the Faculty of Tarbiyah and Teacher Training of Sate Islamic University.

In this present study, the research method was conducted through some procedures namely (a) research design, (b) data collection technique, (c) data analysis.

3.2.1 Research Design

As mentioned previously, that this study represents a qualitative research design, specifically a case study. According to Maxwell (1996:17), there are five main research purposes for which qualitative studies are especially suited:

1) Understanding the meaning, for participants in the study of the events, situations, and action they are involved with and of the accounts that they give of their lives and experiences.

2) Understanding the particular context within which the participants act, and the influence that this context has on their actions.

3) Identifying unanticipated phenomena and influences, and generating new grounded theories about the latter.

4) Understanding the process by which events and action take place. 5) Developing causal explanations.

In this case, the study focuses on a specific event, namely the implementation of English for Specific Purposes in Islamic Education Departments of the Tarbiyah Faculty and Teachers Training. The researcher wants to know the fact and phenomena about teaching English materials as a stipulated one, teaching learning process, and students' needs in learning English.

3.2.2. Data Collection Techniques

Data gathered in this research were mainly descriptive data. These data were obtained from questionnaire, interview, observation, and document. The questionnaire covered the questions regarding the teaching English materials, teaching learning process, evaluation, and students' needs in learning. The interview and observation were conducted in order to corroborate the result of the questionnaire. Meanwhile, document was intended to check out with the result of the interview.

a. Questionnaire

According to Richards (2001:60) questionnaire is one of the most common instruments used to elicit information about many different kinds of issues, such as language use, preferred learning style, preferred classroom activities, and attitudes and beliefs. The instrument used in this study to obtain the required data and information was questionnaire which were addressed to 56 students taking English course at Islamic Education Departments of the Tarbiyah Faculty and Teachers Training of UIN Sunan Gunung Djati Bandung. The

questionnaire was constructed in such way that was based on closed forms and open-end items in order to cover the data needed.

The questionnaire was divided into three main sections: a) teaching materials, b) teaching learning process, and c) students' need in learning English. Additionally, the researcher made a section that was provided to get comments and impressions which are related to teaching - learning process in research site.

b. Interview

The purpose of the interview is to obtain information by actually talking to subject. Interview can be a valuable way of gaining a description of actions and events (Maxwell, 1996:76). The researcher interviewed the three English lectures in order to confirm the information obtained from the questionnaire. The researcher posed open-ended questions, he used tape recorder to record their response to the implementation of English for Specific Purposes, so that he could analyze the data easily and comprehensively.

c. Observation

The purpose of observation is for examining a phenomenon or behavior while it is going on. Sudjana (1989: 109) gives further information about observation. He states that

"Observasi sebagai alat pengumpul data banyak digunakan untuk mengukur

tingkah laku individu ataupun proses terjadinya suatu kegiatan yang dapat diamati baik dalam situasi sebenarnya maupun dalam situasi buatan" (Observation is as an instrument of collecting data which is used to measure individual behavior or activities process, which can be observed whether in real situation or articulation situation).

The observation was conducted seven times. It was intended to know how the lecturers acted out their whole activities from opening till closing. It is also to see further the students' involvement, and what students did during the class activities. To get the data needed, the researcher used observation form of lecturers' performance in the classroom consisted of preparation, presentation, methods, personal characteristics, and lecturer/student interaction (Brown, 1994:432-434). Brown’s observational form was chosen for some reasons. Firstly, this form provides guidance for the researcher to assess way of teaching from all complete aspects and all sides of skills of teaching a teacher should have. Through this form, Brown (1994) has explained the characteristics of good language-teaching which covers aspects of (a) technical knowledge: understanding linguistic system, grasping principles of language learning and teaching, having fluent competence, knowing through experience what it is like to learn a foreign language; (b) pedagogical skills: having well-thought, informed approach to language teaching, understanding and using a wide variety of techniques, designing and executing lesson plans, stimulating interaction, cooperation, and teamwork in the classroom, creatively adapting materials and other audio, visual, and mechanical aids; (c) interpersonal skills: sensitive to students’ cultural tradition, enjoy people; (d) personal qualities: well organize, flexible, maintaining an inquisitive mind in trying out new ways of teaching. By using this form, the researcher expected that he would get more thorough data, specifically data from the observation.

Secondly, Brown (1994) provides not only the observational form, but also the guidance to analyze the findings as the observation result. Frankly, it helps the researcher to be more focused in doing data analysis. The form can be seen in appendix 3.

The researcher is the English lecturer in the institution so he did not find any difficulties in observing the students' activities during their lecturing. This observation would confirm the result of the questionnaire and the interview.

d. Documents

To get the data required more accurately, the researcher also gathered additional information from documents. It was intended to complete information or data, particularly pertaining to English syllabus, teaching materials. Teaching materials were obtained from English lectures. Meanwhile, the syllabus was obtained from academic affair. Those data were analyzed their relevance and appropriateness to the English for Specific Purposes then.

3.2.3. Data Analysis

The method of data analysis used in this study was a qualitative research with a case study method. The initial step in qualitative analysis is reading the interview transcript, observation notes or documents that are to be analyzed (Maxwell, 1996:78). The observation data were categorized into several central themes: (1) the picture of teaching ESP conducted by the teachers in the research site, (2) the materials provided by the teachers, and (3) students’ needs.

Meanwhile, the data from interview and questionnaire as well as observation were going to be sorted, coded, and formatted into a story or picture, as Creswell (1994:153) suggested.

The triangulation was used to get the ‘soundness’ of the gained data. Basically, the central themes would be the main focus and guide of the discussion. To be clearer, the questionnaire data were analyzed to find out the students' needs in the teaching English materials in the research site. The data gained from interview were analyzed to confirm the result of the observation. The data gained from observation were analyzed to identify teaching learning process concerning with teaching materials provided, method employed, by lectures, and what the students did. Meanwhile, document analysis was used to match English syllabus provided by lectures.

3.3 Summary

In brief, the analysis of the data were based on the central themes as written in the research questions covering (1) the picture of teaching of ESP conducted by the teachers, (2) the materials provided by the teachers, and (3) the analysis of the students’ need. The triangulation was done in order to compel the data obtained from observation, questionnaire, interview and documents.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

This chapter consists of three major parts. The first part discusses the their major findings and the significance. The second part discusses the limitation of the study and the recommendation for further research. The third part discusses the suggestions for Education practitioners.

The research data indicate that regarding the teaching materials used by the lecturers, the lecturer had already made good selections. They carefully concerned with the linguistic content particularly on an adequate and appropriate description of the language characteristics of which the learners are required to handle. The selections of the materials seem to be concerned much on the aspect of topics and themes related, the language and the content of the language that are not general. The choice the language and language content seem to be relevant to the students’ need in the research site.

Meanwhile, regarding the teaching learning employed in the classroom, some phenomena indicate that learning-centered approach, which is strongly advised for ESP class, seemed to fail to be applied. The teaching-learning process only covered the main activities in reading such as translation and comprehension or understanding the text. This evidence requires further investigation whether or not such activities assist students to construct their knowledge or not as expected

by the ESP rules in teaching. Moreover, the fact that the media is rarely used and teacher’s domination during learning process seems to make things worsened.

At last, concerning students’ need in learning English, the students indicated their needs toward the use of the textbooks, handouts, the use of media for learning which are relevant to the their field of study. It is expected that the availability of these relevant media will help them to be able to dismiss the boredom during the teaching learning process, and to generate more active knowledge construction. Most of the time the research indicates that students’ expectation in learning ESP tends to be more cultural and educational, and academic and occupational one rather than personal or individual.

5.2 The Limitation of the Study and Recommendation for Further Study The study was limited in number of participants (3 lecturers and 56 students), the length of the study (1 month observations) and the scope of the study (only MKDU PAI UIN SGD Bandung). Therefore, the writer considers it important for other researchers to conduct further research regarding the same issue. It is strongly suggested that further researchers are going to involve more participants in the studies and longer time to conduct the classroom observations, so that the phenomena of teaching learning ESP can be more obviously understood and can meet its best solution.

5.3. Suggestions

For lecturers teaching English ESP particularly in the research site, it is an urgent need to know the principles of how (1) to conduct the teaching learning process in the classroom; (2) to select materials to be used in the process of teaching learning process; and (3) above all, to be sensitive to students’ needs and expectations when they take the ESP course. The lecturers, if possible, are also suggested to conduct need analysis before they teach the students at the beginning of the semester.

For the research site, it will be beneficial to revisit the concept of teaching ESP and to revise their previous paradigm that teaching ESP in non-English Education Department as MKDU is such a very simple and easy thing. The research indicates the opposite. Hence, institutionally more trainings on ESP should be provided for the lecturers who teach ESP in non-English Department.

REFERENCES

Allen. (1974). General – Purpose Language Learning: A Variable Focus Approach-General English Syllabus. London: Pergamon Press Ltd.

Alwasilah, Chaidar. (2001). Language Culture, and Education: A Portrait of Contemporary Indonesia. Bandung: CV. ANDIRA

Brown, Doughlas. (1994). Teaching by Principles: An Introduction Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.

Creswell, John. (1994). Research Design: Qualitative and Quantitative Approach.

California: SAGE Publication, Inc.

Gatehouse, Kristen. (2004). Key Issues in English for Specific Purposes (ESP) Curriculum Development. http://itelj.org/Articles/Gatehouse-ESP.html. Harmer Jeremy. (1991). The Practice of English Language Teaching. New York:

Longman Group UK Limited.

Harmer Jeremy. (1998). How to Teach English: An Introduction to The Practice of English Language Teaching. New York: Longman Group UK Limited. Hutchinson, Tom and Alan Waters. (1987). English for Specific Purposes: A

Learning-Centered Approach. London: Cambridge University Press. Huckin, Thomas. (1988). "Achieving Professional Communicative Relevance in a

'Generalized' ESP" in Chamberlain, Dick and Robert J. Baumgardner, eds. ESP in the Classroom: Practice and Evaluation. Modern English. London: Publication in Association with The British Council.

IAIN Sunan Gunung Djati. (1988). Silabi IAIN Sunan Gunung Djati Bandung. Bndung: Sunan Gunung Djati Press.

Indarafni. (2003). English for Specific Purposes at Sekolah Tinggi Pariwisata Bandung: (A case Study of Classroom Interaction). Bandung.

Kennedy, Chris and Rob Bolito. (1984). English for Specific Purposes (Essential Language Teaching Series). New York: McMillan Publishers Ltd.

Mackay, Ronald and Alan J. Mounford. (1978). English for Specific Purposes.

Mackay, (1978). Language Teaching Analysis. New York Longman Group Ltd. Maxwell. (1994) Qualitative Research Design: An Interactive Approach.

California: SAGE Publication, Inc.

McDonough. (1984). ESP in Perspectives: A Practice Guide. London: Collins ELT.

McMillan. (1992). Educational Research Design: Fundamentals for the Consumer. New York: Harper Collins Publishers, Inc.

Munby. (1978). Communicative Syllabus Design. London: Cambridge University .

Mustafa. (2000). Judging Qualitative education Research: Some essential Criteria Richard, Jack. (2001). Curriculum Development in Language Teaching. New

York: Cambridge University Press.

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject.

London: A. Simon & Schuster Company. Massachusetts.

Spratt. Mary et all. (2005). The Teaching Knowledge Test Course. New York: Cambridge University Press.

Sudjana and Ibrahim. (1989) Penelitian dan Penilaian Pendidikan . Bandung: Penerbit Sinar baru.

Sysoyev, Pavel. (2000). Developing an English for Specific Purposes Course Using a Learner Centered Approach. A Russian Experience, http;//iteslj.org/Techniques/Sysoyev-ESP, html

[

March, 2000

]

.

Widdowson.(1987). Teaching Language as Communication. Oxford: Oxford University Press.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

This chapter consists of three major parts. The first part discusses the their major findings and the significance. The second part discusses the limitation of the study and the recommendation for further research. The third part discusses the suggestions for Education practitioners.

The research data indicate that regarding the teaching materials used by the lecturers, the lecturer had already made good selections. They carefully concerned with the linguistic content particularly on an adequate and appropriate description of the language characteristics of which the learners are required to handle. The selections of the materials seem to be concerned much on the aspect of topics and themes related, the language and the content of the language that are not general. The choice the language and language content seem to be relevant to the students’ need in the research site.

Meanwhile, regarding the teaching learning employed in the classroom, some phenomena indicate that learning-centered approach, which is strongly advised for ESP class, seemed to fail to be applied. The teaching-learning process only covered the main activities in reading such as translation and comprehension or understanding the text. This evidence requires further investigation whether or not such activities assist students to construct their knowledge or not as expected

72 by the ESP rules in teaching. Moreover, the fact that the media is rarely used and teacher’s domination during learning process seems to make things worsened.

At last, concerning students’ need in learning English, the students indicated their needs toward the use of the textbooks, handouts, the use of media for learning which are relevant to the their field of study. It is expected that the availability of these relevant media will help them to be able to dismiss the boredom during the teaching learning process, and to generate more active knowledge construction. Most of the time the research indicates that students’ expectation in learning ESP tends to be more cultural and educational, and academic and occupational one rather than personal or individual.

5.2 The Limitation of the Study and Recommendation for Further Study The study was limited in number of participants (3 lecturers and 56 students), the length of the study (1 month observations) and the scope of the study (only MKDU PAI UIN SGD Bandung). Therefore, the writer considers it important for other researchers to conduct further research regarding the same issue. It is strongly suggested that further researchers are going to involve more participants in the studies and longer time to conduct the classroom observations, so that the phenomena of teaching learning ESP can be more obviously understood and can meet its best solution.

5.3. Suggestions

For lecturers teaching English ESP particularly in the research site, it is an urgent need to know the principles of how (1) to conduct the teaching learning process in the classroom; (2) to select materials to be used in the process of teaching learning process; and (3) above all, to be sensitive to students’ needs and expectations when they take the ESP course. The lecturers, if possible, are also suggested to conduct need analysis before they teach the students at the beginning of the semester.

For the research site, it will be beneficial to revisit the concept of teaching ESP and to revise their previous paradigm that teaching ESP in non-English Education Department as MKDU is such a very simple and easy thing. The research indicates the opposite. Hence, institutionally more trainings on ESP should be provided for the lecturers who teach ESP in non-English Department.

74 REFERENCES

Allen. (1974). General – Purpose Language Learning: A Variable Focus Approach-General English Syllabus. London: Pergamon Press Ltd.

Alwasilah, Chaidar. (2001). Language Culture, and Education: A Portrait of Contemporary Indonesia. Bandung: CV. ANDIRA

Brown, Doughlas. (1994). Teaching by Principles: An Introduction Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.

Creswell, John. (1994). Research Design: Qualitative and Quantitative Approach. California: SAGE Publication, Inc.

Gatehouse, Kristen. (2004). Key Issues in English for Specific Purposes (ESP) Curriculum Development. http://itelj.org/Articles/Gatehouse-ESP.html. Harmer Jeremy. (1991). The Practice of English Language Teaching. New York:

Longman Group UK Limited.

Harmer Jeremy. (1998). How to Teach English: An Introduction to The Practice of English Language Teaching. New York: Longman Group UK Limited. Hutchinson, Tom and Alan Waters. (1987). English for Specific Purposes: A

Learning-Centered Approach. London: Cambridge University Press. Huckin, Thomas. (1988). "Achieving Professional Communicative Relevance in a

'Generalized' ESP" in Chamberlain, Dick and Robert J. Baumgardner, eds. ESP in the Classroom: Practice and Evaluation. Modern English. London: Publication in Association with The British Council.

IAIN Sunan Gunung Djati. (1988). Silabi IAIN Sunan Gunung Djati Bandung. Bndung: Sunan Gunung Djati Press.

Indarafni. (2003). English for Specific Purposes at Sekolah Tinggi Pariwisata Bandung: (A case Study of Classroom Interaction). Bandung.

Kennedy, Chris and Rob Bolito. (1984). English for Specific Purposes (Essential Language Teaching Series). New York: McMillan Publishers Ltd.

Mackay, Ronald and Alan J. Mounford. (1978). English for Specific Purposes. New York: Longman Group. Ltd.

Mackay, (1978). Language Teaching Analysis. New York Longman Group Ltd. Maxwell. (1994) Qualitative Research Design: An Interactive Approach.

California: SAGE Publication, Inc.

McDonough. (1984). ESP in Perspectives: A Practice Guide. London: Collins ELT.

McMillan. (1992). Educational Research Design: Fundamentals for the Consumer. New York: Harper Collins Publishers, Inc.

Munby. (1978). Communicative Syllabus Design. London: Cambridge University .

Mustafa. (2000). Judging Qualitative education Research: Some essential Criteria Richard, Jack. (2001). Curriculum Development in Language Teaching. New

York: Cambridge University Press.

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. London: A. Simon & Schuster Company. Massachusetts.

Spratt. Mary et all. (2005). The Teaching Knowledge Test Course. New York: Cambridge University Press.

Sudjana and Ibrahim. (1989) Penelitian dan Penilaian Pendidikan . Bandung: Penerbit Sinar baru.

Sysoyev, Pavel. (2000). Developing an English for Specific Purposes Course Using a Learner Centered Approach. A Russian Experience, http;//iteslj.org/Techniques/Sysoyev-ESP, html

[

March, 2000

]

.

Widdowson.(1987). Teaching Language as Communication. Oxford: Oxford University Press.