AN INVESTIGATION OF THE ENGLISH TEACHING IN A TERTIARY INSTITUTION A CASE STUDY.

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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT i

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF FIGURES vi LIST

OF TABLES vii

LIST OF APPENDICES viii

CHAPTER I: INTRODUCTION

1.1. Research Background 1

1.2. Research Significance 5

1.3. Thesis Organization 6

CHAPTER II: LITERATURE REVIEW

2.1. Definitions of English for Specific Purposes (ESP) 7

2.2. Characteristics of English for Specific Purposes

(ESP) 8

2.3. Needs Analysis 10

2.4. Methods 12

2.5. Materials for English for Specific Purposes

(ESP) 15

CHAPTER III: METHODOLOGY

3.1. Research Questions 20

3.2. Purposes of Study 20

3.3. Participants 21 3.4. Research Location 21 3.5. Research Design 22

3.6. Data Collection 24

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CHAPTER IV: FINDINGS AND DISCUSSIONS

4.1. Findings 29

4.2. Discussions 55

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions 61 5.2. Suggestions 62

BIBLIOGRAPHY 64

APPENDICES

LIST OF FIGURES

Figure 3.1 A Research Procedure 25

LIST OF TABLES

Table 4.1 Students’ Needs in the English Teaching at the Research Site 50

LIST OF APPENDICES

A Synthesis of Several Interviews (Two English Lecturers) Appendix 1 A Synthesis of Several Interviews (10 Students) Appendix 2 A Synthesis of Several Interviews (10 non-English Lecturers) Appendix 3 A Synthesis of Several Interviews (Five Authorities) Appendix 4 Classroom Observation Field Notes Appendix 5

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CHAPTER I INTRODUCTION

1.1Research Background

Language is a tool for human communication. Therefore, every country in the world has its own language which is well known as a native language or a

mother tongue. Language is defined by Wardhaugh (in Brown, 1994:4) as a system of arbitrary vocal symbols used for human communication. While according to Pei (in Brown, 1994:4), language is a system of communication by sound, operating through the organ of speech and hearing, among members of a given community, and using vocal symbols possessing arbitrary conventional meanings. However, not all languages can be used as a tool of communication all over the world. It is only English that can be used by a great deal of people in the world as a tool of communication because it has been a foreign language internationally used.

As a foreign and international language, English is considered to be important to learn and to teach. Accordingly, due to its importance, English has been learnt and taught beginning from primary schools to universities or colleges in the world including in Indonesia. The important role of English in Indonesia especially in the tertiary institution or higher education has been stated by authorities, such as Abdul Hamid (in Adyawardhani, 2003:1) and Alwasilah (2001:56). Abdul Hamid states that the formal status of English as a foreign language in Indonesia is guaranteed in the 1999-2004 State Board Guidelines (GBHN) that explicitly acknowledges it as the prime tool in uplifting the quality of human resources in the global economic and political activities. This

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implies that education should provide appropriate programs for this purpose. The 1989 Education Law No. 2 and the 1999 Government Regulation on Higher Education No. 60 have accommodated the guarantee that foreign languages, especially English, are the tools that function not only as effective and efficient means of interaction but also the medium of instruction, as long as they help to develop and spread the technology and arts that would uplift the quality of life enhanced by the national cultures.

In the meantime, according to Alwasilah, in Indonesia universities or colleges, English is included in the curriculum as a mandatory subject, and given to the students at all departments. He states that College English that is popularly called mata kuliah umum Bahasa Inggris (general course of English) is commonly offered to freshmen in the first two semesters with two credit hours. He, further (p.56) distinguishes between English for General Purposes (EGP) and English for Specific Purposes (ESP), which comprises English for professional and occupational purposes. According to him, EGP, like math and Indonesian, is part of a general education, i.e., an education to provide citizens with the basic skills to survive and function in society. But, at the college level, students use the acquired EGP skills for digesting textbooks and general references as an integral part of developing professionalism and the specialization of their choice. English skills are part of academic or study skills for college success. On entering college, students begin their exposure to a professional or specialized discourse of knowledge mediated by a special variety of English.

In relation to the above statements, Harmer (1991:1) puts forward some reasons why people learn language especially English, which is one of them is English for Specific Purposes. He states that the term English for Specific Purposes has been applied to situations where students have some specific reason

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for wanting to learn the language. Supporting this idea, Alwasilah (2001:57) notes that college students are no longer to learn English as a language. The emphasis should be on the substance or field of study that is mediated by English for Specific Purposes (ESP).

The concern to make language courses more relevant to learners’ needs also led during this period to the emergence of the Language for Specific Purposes (LSP) movement, known in English-language teaching circles as ESP (English for Specific Purposes) (Richards, 2001:28). An important principle of ESP approaches to language teaching is that the purposes for which a learner needs a language rather than a syllabus reflecting the structure of general English should be used in planning an English course. Rather than developing a course around

an analysis of the language, an ESP approach starts instead with an analysis of the learner’s needs (Richards, page 32). In ESP learner’s needs are often

described in terms of performance, that is, in terms of what the learner will be able to do with the language at the end of a course of study (Richards, page 33).

It seems to the researcher that ESP should be applied in the English

teaching in tertiary institutions including in the research site, which is a professional educational institution implementing social work education.

The students here are educated and trained professionally in the field of social work knowledge and skills in order that they are able to be professional social workers who have competences in the field of social work and are able to apply the profession in their workplaces and in the society.

In supporting their learning process, there are many social work textbooks that can be used as references to read. Through reading those references, the students are indirectly expected to be able to enhance and deepen their knowledge and skills of social work. They can also broaden their horizon of the social work

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profession. They should not solely depend on what the lecturers provided in the classroom. Besides that, if the students are in the thesis (final scientific work) writing, they are also expected to take some original references from the social work/welfare textbooks. In reality, however, they cannot do that because they are not able to read English textbooks, they have difficulty in understanding them including reading English textbooks, even in knowing English basic words. The students think that English is difficult to learn so that they encounter difficulty in learning English.

Therefore, if they need references of social work/welfare, they usually try to find Indonesian ones which are still very limited in number. In addition, they are expected to be able to communicate in English as well.

From my personal experience there has not been any research looking at the teaching of English in the research site. It is not analyzed yet what the students’ need to study, it is not known yet what competences or skills the students want to master. The present study accordingly attempted to examine the teaching of English in the research site, particularly to do with the teaching materials provided for the students, the methods used by the lecturers, and the students’ needs in the English teaching.

1.2 Research Significance

This study is significant so that it is concerned with investigation of the English teaching program conducted in a tertiary institution especially in the research site specified to the teaching materials, the methods, and the students’ needs in the English teaching. The results are expected to lead to the improvement of the English teaching program in the research site. Moreover, the results may also be useful for the English lecturers, especially in the

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research site as well as for the lecturers in other institutions organizing English for specific Purposes (ESP) to understand the students’ need in learning English.

1.3 Thesis Organization

The thesis will be organized as follows:

Chapter I describes introduction with research background, research significance, and thesis organization.

Chapter II explains definitions of English for Specific Purposes (ESP), characteristics of English for Specific Purposes (ESP), needs analysis, methods, and materials for English for Specific Purposes (ESP). Chapter III illuminates research questions, purposes of the study, participants,

research location, research design, data collection, and data analysis. Chapter IV portrays findings and discussions.

Chapter V describes conclusions and suggestions.

CHAPTER III METHODOLOGY

Methodology is very essential step of the investigation. The present chapter accordingly will try to discuss the research methodology which deals with (1) research questions, (2) purposes of the study, (3) participants, (4) research location, (5) research design, (6) data collection, and (7) data analysis.

3.1 Research Questions

As indicated earlier in this thesis, this study is focused on the English teaching program in the research site, a tertiary institution focusing on social work education. The study attempted to address the following questions:

1. What teaching materials do the lecturers provide for the students? 2. What methods are used by the lecturers?

3. What are the students’ needs in the English teaching?

3.2 Purposes of the Study

On the basis of the above questions, the investigation is intended to meet the following purposes:

1. To describe the teaching materials provided for the students; 2. To describe the methods used by the lecturer; and

3. To find out the students’ needs in the English teaching.

3.3 Participants

Participants involved in this study were not only the students and the English lecturers but also the non-English lecturers and the authorities in the research site. Their involvement was very useful because they could provide more constructive ideas to support the primary data taken from the students as well as the English lecturers. The two English lecturers, 10 students, 10 non-English lecturers and five authorities in the research site were asked to be interviewed.

The students chosen in this investigation were those in the academic year 2002. They had the same opportunity to be selected provided that they could provide information needed. Besides that, they were really the students taught by the two English lecturers. The non-English lecturers selected were those who have been teaching for more than ten years and were willing to be interviewed as well as could give the information required. The five authorities in the research site were the Chairman of the institution, the Deputy I, II, III, and the Head of Education Division.

3.4 Research Location

The study was conducted in one of tertiary institutions located at Jl. Ir. H. Juanda 367 Bandung. It is an educational institution not under the Department of National Education but the Department of Social Affairs. It has been the pioneer of social work education in Indonesia established in 1964 as the organized improvement of one and two year social welfare courses which had been run since 1957. Initially, the institution was conducting a Sarjana Muda Program until 1970, and since 1971 it has organized a Sarjana Program until 1988. Based

upon Ministry of National Education policy, since 1989 it has been running a four year diploma.

The researcher has chosen this college for her research location because of at least two reasons. First, she teaches here so that she can find the data easily. Second, hopefully that the implication of her conduct of study can provide improvement of the English teaching at the research site.

3.5Research Design

This study represents a qualitative research design because it wants to describe the situations or events in a natural setting. This is in line with what Mc Millan (cited in Idarafni, 2003:18) states that qualitative research is carried out in natural setting. In this study, the focus is on the English teaching program implemented in the research site.

Regarding qualitative research, Cresswell (1998:15) states that qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyzes words, reports detailed views of informants, and conducts the study in a natural setting. Whereas Maxwell (1996:17)

emphasizes, that qualitative researchers typically study a relatively small number of individuals or situations and preserve the individuality of each of these in their

analyses, rather than collecting data from large samples and aggregating the data across individuals or situations. Thus, they are able to understand how events, actions, and meanings are shaped by the unique circumstances in which these occur.

Some qualitative research methodologists (e.g., Lincoln & Guba, 1985; Patton, 1990; Bogdan & Bilked, 1992; Gleans & Peshkin, 1992; in Mustafa, 2000) have identified several philosophical assumptions supporting qualitative research approach:

First, reality (or knowledge) is socially constructed. As reality (or knowledge) is a construction, there can be multiple realities in this world. Second, since reality (or knowledge) is cognitively constructed (in our minds), it is then inseparable from us, the researchers. In other words, we cannot separate what we know from ourselves. This also means that we can (only) understand particular constructions symbolically, especially through language. Third, all entities (including human beings) are always in a state of mutual, simultaneous shaping. It is therefore impossible to clearly distinguish causes from effects. Fourth, since the researcher cannot be separated from the researched, it follows that inquiry is always value-bound (page 2).

By this study the researcher wants to obtain the factual and deep data about the teaching materials provided for the students, the methods used by the lecturer, and the students’ need in the English teaching program in the research site. Accordingly, in order to ascertain information or data from various sources, the researcher did observation, interview, administered some questionnaire, and analyzed the document.

This study used a case study, which according to Cresswell (1998:61) is an exploration of a bounded system or a case (or multiple cases) over time through detailed, in-depth data collection involving multiple sources of information rich in context”. A bounded system, Cresswell further states, means that the investigated case is limited by the period of time and place. The case can be a program, an event, an activity or individuals, like multiple programs or multi-site research, or single program (within-site). The multiple sources are obtained from observation, interview, audio-visual, document and reports. While “case context” meant here involves situation where the case occurs, either physical setting, social,

history and/or economy. The research focus can be on the case due to its uniqueness needs to be investigated or issues.

A case study is considered appropriate for this study because the researcher wants to obtain the information or data of the English teaching in

the research site especially in the academic year 2002 as deep as possible from the small samples through various sources.

3.6 Data Collection

In the present study, the data were collected through some procedures namely (a) the observation, (b) the interview, (c) the document, and the questionnaire.

1. Observation

Maxwell (1996:76) states that observation often enables the researcher to draw inferences of someone’s meaning and perspective that she could not obtain by relying exclusively on interview data.

The observation was conducted six times. Through the six times observation the researcher could know how the lecturers carried out the activities, the method they used, the students’ involvement in the whole activities, and what the students did during the class activities. The lecturers, however, did not allow their classes to be video-recorded. Therefore, the researcher tried to make the field notes of the activities of the students and the lecturers that can be found in the appendix.

2. Interview

According to Maxwell (1996:76), interviewing can be a valuable way (the only way, for events that took place in the past or ones to which you cannot gain

observational access) of gaining a description of actions and events. Those can provide additional information that was missed in observation and can be used to check accuracy of the observation. The interview results were expected to be useful at the preliminary stage of designing a questionnaire to help get a sense of what topics and issues can be focused on in the questionnaire

The interviews were conducted in 2004. The English lecturers, the students, the non-English lecturers, and the authorities in the research site were interviewed and all interviews were recorded. To ascertain a more in-depth exploration of issues of the English teaching program in the research site, the researcher posed open-ended questions. The synthesis of interviews can be found in the appendix.

3. Document

In addition, the researcher gathered additional information from documents. This aimed to complete the information or the data, especially pertaining to the syllabus and the teaching materials. The teaching materials consulted were those from both English lecturers who prepared and used different materials. Meanwhile, the existing syllabus was obtained from the academic division (BAAK).

4. Questionnaire

Questionnaires are one of the most common instruments used. They can be used to elicit information about many different kinds of issues, such as language use,

communication difficulties, preferred learning styles, preferred classroom activities, and attitudes and beliefs (Richards, 2001:60). Questionnaires used are based on a set of structured items (in which the respondent chooses from a limited number of responses) administered to 58 students.

3.7 Data Analysis

As already mentioned previously, the data were derived from observations, interviews, and documents. The data from those sources were recorded, transcribed, classified, analyzed, and finally interpreted. The classification of the data is (1) The teaching materials, (2) The methods, and (3) The students’ needs.

The steps of data analysis are proposed by Creswell (1994:153) who states that in qualitative analysis several simultaneous activities engage the attention of the researcher: collecting information from the field, sorting the information into categories, formatting the information into a story or picture, and actually writing the qualitative text (Creswell, 1994:153). The initial step in qualitative analysis was reading the interview transcript, observational notes or documents that are to be analyzed (Maxwell, 1996:78).

The data from observations were analyzed to identify the teaching materials provided for the students and the methods used by the lecturers. Data

from the classroom observations were also used to examine teaching-learning activities or what the lecturer did and what the students did. Interview data were analyzed to identify the teaching materials provided for the students and the methods used by the lecturers, and the students’ need in the English teaching. The documents analysis was used to reveal the teaching materials provided by the

lecturers and also the method. The questionnaire data were analyzed to find out the students’ needs in the English teaching program in the research site.

It has been described that this study used a qualitative research with a case study method. This study investigated a single case that is the teaching of English in a tertiary institution majoring on social work education. In order to get in-depth information, the data were generated from small samples through various ways of data collection. The data gathered were analyzed based on the steps of analyzing data.

Ultimately, to simplify the whole process of this investigation, the research procedure is illustrated in the following diagram:

Figure: 3.1 A Research Procedure

An Investigation of the English Teaching in a Tertiary Institution Background

Problem

Theory Fact

How is the English teaching program in a tertiary institution?

Research Questions

Data Collection

Observation, Interview, Document,

and Questionnaire

Data Analysis

Findings and Discussions

1

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter describes the conclusions of the present study and offers suggestions.

5.1 Conclusions

Based on the research findings and the researcher’s interpretation, she comes to the following conclusions, relevant to the research questions formulated earlier in this study.

With respect to the materials, the study found that the teaching materials provided by both English lecturers have suited the ESP materials as proposed by a theorist, Gatehouse. The teaching materials used are taken from various sources namely authentic materials and those generated by the lecturer containing the major skills such as speaking, reading and writing, as well as grammar, vocabulary, pronunciation, and translation. Besides that, the materials provided have matched with some students’ need. However, they have not yet coordinated and shared to each other to write the teaching materials specified and relevant to the students’ need in the research site majoring on the social work studies. In addition, too many major skills provided for the students (based on interviews) in order that they do not get particular competence after following the English teaching program. It should be focused on one or two skills, for example reading or reading and speaking, as suggested by Streven. The available syllabus also does not list the specific objectives of learning so that the expected outcome of the English program is not known.

2

Moreover, regarding the methodology, the lecturers have employed various ways of teaching, such as communicative and structural approach. This would be better if the so-called methods facilitate one emphasized skill, for example speaking, so that the students can be trained to be able to communicate in English. They will have accordingly special competence in speaking.

Finally, what the students need are the availability of a simple English course book/text book containing materials relevant to social work profession that can be used as a guide to learn English in the research site implementing social work education. After learning English, the students are expected to be able to read social work English textbooks and to translate into Indonesian besides to be able to understand when people speak in English.

5.2 Suggestions

From the above conclusions, the researcher would like to provide some suggestions, as follows:

First of all to the English lecturers, especially in the research site, should be able to understand the significance of application of the English for Specific Purposes (ESP) in the teaching of English particularly the English teaching in the research site implementing social work education where the students major on the social work studies. In order to apply the ESP itself the English lecturers in the research site should consider creating or writing the teaching materials relevant to the students to be a guide both for the students and the lecturer, based on the needs analysis. In addition, the specific objectives of the English teaching and learning should be clearly defined (syllabus) in order to gain the expected outcomes.

Secondly to the other researchers, because this study is only a small step towards understanding how the English teaching is in a tertiary

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institution, specifically in the research site implementing social work education, further research involving extended periods of observations, in-depth interviews, and qualitative methods of data analysis, is needed to understand the limitations of the English teaching program in a research site implementing the professional education that should be mediated by the English for Specific Purposes (ESP).

Finally to the institution as the research site, in order to support the teaching of English for the students, the English curriculum should be more flexible suited the students’ interest and needs. In addition, the availability of the teaching materials relevant to social work profession should be the main agenda. Therefore, the institution as the research site is expected to be willing to provide support and encouragement for the English teaching materials writing based on the needs analysis.

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BIBLIOGRAPHY

Alwasilah. (2001). Language Culture, and Education: A Portrait of Contemporary

Indonesia. Bandung: CV. ANDIRA.

---. (2003). Pokoknya Kualitatif: Dasar-Dasar Merancang dan

Melakukan Penelitian Kualitatif. Bandung: PT Kiblat Buku Utama.

Adyawardhani. (2003). Strategic Reading Process of Expository Texts: An

Implication to the Teaching of Reading. Bandung:TEFLIN International Conference.

Brown, H. Douglas. (1994). Teaching by Principles: An Introduction Approach to

Language Pedagogy. New Jersey: Prentice Hall Regents.

Chamberlain, Dick and J.Baumgardner, Robert. (1988). ESP in the Classroom: Practice and Evaluation. Hongkong: Modern English Publications.

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

Goetz, J.P. and LeCompte, M.D. (1984). Ethnography and Qualitative Design in Educational research. Florida: Academic Press, Inc.

Genesee, Fred. And A.Upshur, John. (1996). Classroom-Based Evaluation in

Second LanguageEducation. USA: Cambridge University Press.

Gatehouse, Kristen. (2004). Key Issues in English for Specific Purposes (ESP) Curriculum Development. http://iteslj.org/Articles/Gatehouse-ESP.html. Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learning

Centered Approach. Cambridge University Press.

Harmer, Jeremy. 1991. The Practice of English Language Teaching. USA:

Longman Group UK Limited.

Hornby, A.S (2000). Oxford Advanced Learner’s Dictionary of Current English. New York: Oxford University Press.

Hewings, Martin. (2004). English for Specific Purposes World: A History through

English for Specific Purposes. http://www.esp-world.info/Articles-3/Hewings-paper.htm.

Idarafni. (2003). English for Specific Purposes at Sekolah Tinggi Pariwisata Bandung: A Case Study of Classroom Interactions. (Thesis). Bandung: UPI

65

Johnson, Keith, Robert. (2001). Curriculum, Task, Design, and Assessment of Student Learning. Sydney: Cambridge University Press.

Krahnke, Karl. (1987). Approaches to Syllabus Design for Foreign Language Teaching. New Jersey: Prentice Hall Inc.

Killen, Roy. (1998). Effective Teaching Strategies. Riverwood: Social Science Press.

Murcia and McIntosh, 1979. Teaching English as a Second or Foreign Language.

USA: Newbury House Publishers, Inc.

McDonough, Jo. (1984). ESP in Perspective: A Practical Guide. London: Collins ELT.

Miller, John, P, and Seller, Wayne. (1985). Curriculum: Perspectives and Practice. USA: Longman Inc.

Maxwell, J.A. (1996). Qualitative Research Design: An Interactive Approach. California: SAGE Publication, Inc.

Musthafa. (2000). Judging Qualitative Educational Research: Some Essential

Criteria. UPI.

Martinez, Alejandro, G. (2002). Authentic Materials: An Overview.

http://www3.telus.net/linguisticsissues/authenticmaterials.html.

Nunan, David. (1991). Language Teaching Methodology: A Textbook for Teachers.

Great Britain: Prentice Hall International (UK) Ltd.

Nurhayani Lubis. (2003). Peranan Pembelajaran Hukum dalam Meningkatkan

Kesadaran Hukum Mahasiswa. (Thesis). Bandung: UPI

Paturohmah. (2005). The Students’ Appreciation of Emily Bronte’s Wuthering Heights in Literary Classroom: A Case Study at Padjadjaran University, Bandung. (Thesis). Bandung:UPI

Richards, Jack, C. (2001). Curriculum Development in Language Teaching. USA: Cambridge University press.

Teflin: Journal. (2003). Bandung: TEFLIN Publication Division.

Zais, Robert, S. (1976). Curriculum: Principles and Foundations. New York: Harper & Row Publishers, Inc.

Ultimately, to simplify the whole process of this investigation, the research procedure is illustrated in the following diagram:

Figure: 3.1 A Research Procedure

An Investigation of the English Teaching in a Tertiary Institution Background

Problem

Theory Fact

How is the English teaching program in a tertiary institution?

Research Questions

Data Collection

Observation, Interview, Document,

and Questionnaire

Data Analysis

Findings and Discussions

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter describes the conclusions of the present study and offers suggestions.

5.1 Conclusions

Based on the research findings and the researcher’s interpretation, she comes to the following conclusions, relevant to the research questions formulated earlier in this study.

With respect to the materials, the study found that the teaching materials provided by both English lecturers have suited the ESP materials as proposed by a theorist, Gatehouse. The teaching materials used are taken from various sources namely authentic materials and those generated by the lecturer containing the major skills such as speaking, reading and writing, as well as grammar, vocabulary, pronunciation, and translation. Besides that, the materials provided have matched with some students’ need. However, they have not yet coordinated and shared to each other to write the teaching materials specified and relevant to the students’ need in the research site majoring on the social work studies. In addition, too many major skills provided for the students (based on interviews) in order that they do not get particular competence after following the English teaching program. It should be focused on one or two skills, for example reading or reading and speaking, as suggested by Streven. The available syllabus also does not list the specific objectives of learning so that the expected outcome of the English program is not known.

Moreover, regarding the methodology, the lecturers have employed various ways of teaching, such as communicative and structural approach. This would be better if the so-called methods facilitate one emphasized skill, for example speaking, so that the students can be trained to be able to communicate in English. They will have accordingly special competence in speaking.

Finally, what the students need are the availability of a simple English course book/text book containing materials relevant to social work profession that can be used as a guide to learn English in the research site implementing social work education. After learning English, the students are expected to be able to read social work English textbooks and to translate into Indonesian besides to be able to understand when people speak in English.

5.2 Suggestions

From the above conclusions, the researcher would like to provide some suggestions, as follows:

First of all to the English lecturers, especially in the research site, should be able to understand the significance of application of the English for Specific Purposes (ESP) in the teaching of English particularly the English teaching in the research site implementing social work education where the students major on the social work studies. In order to apply the ESP itself the English lecturers in the research site should consider creating or writing the teaching materials relevant to the students to be a guide both for the students and the lecturer, based on the needs analysis. In addition, the specific objectives of the English teaching and learning should be clearly defined (syllabus) in order to gain the expected outcomes.

institution, specifically in the research site implementing social work education, further research involving extended periods of observations, in-depth interviews, and qualitative methods of data analysis, is needed to understand the limitations of the English teaching program in a research site implementing the professional education that should be mediated by the English for Specific Purposes (ESP).

Finally to the institution as the research site, in order to support the teaching of English for the students, the English curriculum should be more flexible suited the students’ interest and needs. In addition, the availability of the teaching materials relevant to social work profession should be the main agenda. Therefore, the institution as the research site is expected to be willing to provide support and encouragement for the English teaching materials writing based on the needs analysis.

BIBLIOGRAPHY

Alwasilah. (2001). Language Culture, and Education: A Portrait of Contemporary

Indonesia. Bandung: CV. ANDIRA.

---. (2003). Pokoknya Kualitatif: Dasar-Dasar Merancang dan Melakukan Penelitian Kualitatif. Bandung: PT Kiblat Buku Utama.

Adyawardhani. (2003). Strategic Reading Process of Expository Texts: An Implication to the Teaching of Reading. Bandung:TEFLIN International Conference.

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

Chamberlain, Dick and J.Baumgardner, Robert. (1988). ESP in the Classroom: Practice and Evaluation. Hongkong: Modern English Publications.

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

Goetz, J.P. and LeCompte, M.D. (1984). Ethnography and Qualitative Design in Educational research. Florida: Academic Press, Inc.

Genesee, Fred. And A.Upshur, John. (1996). Classroom-Based Evaluation in Second LanguageEducation. USA: Cambridge University Press.

Gatehouse, Kristen. (2004). Key Issues in English for Specific Purposes (ESP) Curriculum Development. http://iteslj.org/Articles/Gatehouse-ESP.html. Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learning

Centered Approach. Cambridge University Press.

Harmer, Jeremy. 1991. The Practice of English Language Teaching. USA: Longman Group UK Limited.

Hornby, A.S (2000). Oxford Advanced Learner’s Dictionary of Current English. New York: Oxford University Press.

Hewings, Martin. (2004). English for Specific Purposes World: A History through English for Specific Purposes. http://www.esp-world.info/Articles-3/Hewings-paper.htm.

Idarafni. (2003). English for Specific Purposes at Sekolah Tinggi Pariwisata Bandung: A Case Study of Classroom Interactions. (Thesis). Bandung: UPI

65

Johnson, Keith, Robert. (2001). Curriculum, Task, Design, and Assessment of Student Learning. Sydney: Cambridge University Press.

Krahnke, Karl. (1987). Approaches to Syllabus Design for Foreign Language Teaching. New Jersey: Prentice Hall Inc.

Killen, Roy. (1998). Effective Teaching Strategies. Riverwood: Social Science Press.

Murcia and McIntosh, 1979. Teaching English as a Second or Foreign Language. USA: Newbury House Publishers, Inc.

McDonough, Jo. (1984). ESP in Perspective: A Practical Guide. London: Collins ELT.

Miller, John, P, and Seller, Wayne. (1985). Curriculum: Perspectives and Practice. USA: Longman Inc.

Maxwell, J.A. (1996). Qualitative Research Design: An Interactive Approach. California: SAGE Publication, Inc.

Musthafa. (2000). Judging Qualitative Educational Research: Some Essential Criteria. UPI.

Martinez, Alejandro, G. (2002). Authentic Materials: An Overview. http://www3.telus.net/linguisticsissues/authenticmaterials.html.

Nunan, David. (1991). Language Teaching Methodology: A Textbook for Teachers. Great Britain: Prentice Hall International (UK) Ltd.

Nurhayani Lubis. (2003). Peranan Pembelajaran Hukum dalam Meningkatkan

Kesadaran Hukum Mahasiswa. (Thesis). Bandung: UPI

Paturohmah. (2005). The Students’ Appreciation of Emily Bronte’s Wuthering Heights in Literary Classroom: A Case Study at Padjadjaran University, Bandung. (Thesis). Bandung:UPI

Richards, Jack, C. (2001). Curriculum Development in Language Teaching. USA: Cambridge University press.

Teflin: Journal. (2003). Bandung: TEFLIN Publication Division.

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