ABSTRACT

The purpose of this paper is to analyze the students’ speaking skill from
Informatics Engineering in ESP classroom. There are several aspects that we want to
discusses regarding to the observation in ESP class. First, it is about the use of
English General Purposes in ESP observation classroom. Second, it is discusses
regarding the use of mix language or trans-language in ESP classroom. Third, it is
about classroom management problem in ESP class. Fourth, to examines the teacher
solving problem skill in ESP class. The last, this paper explores about how the
teacher gives the corrective feedback to the students in ESP classroom.

I. INTRODUCTION

A working definition of ESP can be that it is a comprehensive term which

refers to the teaching of English to those students who learn the language for a
particular work or study-related reason. ESP has always focused on needs analysis,
text analysis and the training of learners to communicate effectively in the tasks
prescribed by their academic or professional situation (Dudley-Evans & St. John,
1998).
The importance of ESP includes more than the teaching of English through
specific material and content. Teaching ESP combines not only the development of
language skills but the acquisition of specific ‘professional’ information. Teaching
language for specific purposes is determined by professional, social and cultural
needs of the learner. Therefore ESP includes the specialized programs which are
designed to develop the communicative students’ skills such as listening, speaking,
reading and writing in a specialized field of science, work or technology.
A classroom observation is the purposeful examination of teaching and/or
learning events through the systematic processes of data collection and analysis
(Bailey, 2001). Classroom observation was also defined as a process by which the
observer sits in on one or more classroom sessions, records the instructor's teaching
practices and student actions, and then meets with the instructor to discuss the
observations. Therefore, it is a collaborative process. Collaborating at each phase of
the process can help place both participants at ease so that each benefits from the
experience. The main purpose behind the classroom observation is to allow a teacher
to get feedback from an objective, experienced observer and to involve in context-
specific discussions about teaching with an adviser. Moreover, data will be collected
on what the teacher is doing what they should probably be doing; classroom learning
environment will be assessed and reported to the stakeholders. Additionally, the
teacher's capability to demonstrate various teaching methods is also observed
(Wragg, 1999).
The purpose of writing this paper is to know English language learning system
especially for ESP in the different majors/ program and classroom interaction that
occurs between the lecturer and the students in University of Muhammadiyah
Malang. The writers already observed and do some research to the students in 2nd
semester in Informatics Engineering program for speaking skill at University of
Muhammadiyah Malang and the lectures is also come from this campus. Her name is
Mrs. Rahima, she has been a lecturer of ESP class since 2 months ago in University
of Muhammadiyah Malang. There are several points that will be examining in ESP
classroom observation, such as EGP material in ESP classroom, the use of mix
language or bilingual language in ESP classroom, classroom management in ESP,
teacher solving problem in ESP classroom, and corrective feedback in ESP
classroom.

II. PROBLEM QUESTIONS

1. How does the teacher use EGP material in ESP classroom for students’ speaking
ability in informatics engineering?
2. Does the teacher use mix language or bilingual language to teach the students in
ESP classroom?
3. How does the teacher manage the students in ESP classroom?
4. How does the teacher solve the problem when students face problem in ESP
classroom?
5. Are there any corrective feedbacks of teacher in ESP classroom?

III. DISCUSSION

A. EGP MATERIAL IN ESP CLASSROOM

EGP generally refers to the English language education at school levels where
the students are made familiar with the structural/grammatical elements of English
language to pass the exams (Hutchinson & Waters, 1987). Based on the observation
that we conducted in Informatics Engineering speaking classroom, the teacher used
general English in ESP class by warming up and asking the students one by one about
learning English in home. Then, the students answered by watching movies and news
that they watched before. The material that the teacher gave to the students was about
news report. There were two kinds of news report such as good news and bad news
and the use of 5W1H related to those news. The teacher provided the questions to the
students in the form of 5W1H in piece of paper.
In informatics engineering class consisted of 15 students, 6 female students
and 9 male students. Then, the teacher divided them into 2 groups randomly. Each
group consisted of 7-8 students. After that, the teacher asked them to practice and
categorize the use of 5W1H related to the news for about 15 minutes. And then, the
students had to read their answers based on their paper one by one in front of their
friends. After that, the teacher corrected the students’ pronunciation and spelling in
the last meeting.
Based on our opinion regarding the observation, the teacher still used EGP
materials in teaching ESP. Actually students need to learn and improve the ESP
materials for their main subject. In fact, the teacher didn’t use ESP materials for the
students.
B. THE USE OF MIX LANGUAGE OR BILINGUAL LANGUAGE IN ESP
CLASSROOM
According to Webster’s dictionary (1961) bilingual is defined as ‘having or
using two languages especially as spoken with the fluency characteristic of a native
speaker; a person using two languages especially habitually and with control like that
of a native speaker’ and bilingualism as ‘the constant oral use of two languages’.
Macnamara (1967a) proposes that a bilingual is anyone who possesses a minimal
competence in only one of the four language skills, listening comprehension,
speaking, reading and writing, in a language other than his mother tongue.
Regarding the observation, the teacher still used mix language or trans-
language in ESP classroom. When the teacher explained or delivered the materials,
she used 50% Bahasa Indonesia and 50% English because not all students can speak
English fluently.
In our opinion, the teacher may use mix language or trans-language if the
materials are difficult for students to understand and it depends on the students’
ability to absorb the materials. So, before using mix language or trans-language,
teacher must know the difficulty levels of materials and students’ ability in ESP
classroom.

C. ESP CLASSROOM MANAGEMENT IN INFORMATICS ENGINEERING

Evertson and Weinstein (2006) refer in their definition of classroom

management to the actions teachers take to create a supportive environment for the
academic and socialemotional learning of students. They describe five types of
actions. In order to attain a high quality of classroom management, teachers must (1)
develop caring, supportive relationships with and among students and (2) organize
and implement instruction in ways that optimize students’ access to learning. The
importance of developing favourable teacher-student relationships is also expressed
by Marzano et al. (2003). Additionally, Evertson and Weinstein (2006) state that
teachers should (3) encourage students’ engagement in academic tasks, which can be
done by using group management methods (e.g., by establishing rules and classroom
procedures, see Marzano et al., 2003). Teachers must (4) promote the development of
students’ social skills and self-regulation. Marzano et al. (2003) refer to this as
making students responsible for their behaviour. Finally, Evertson and Weinstein
(2006) state that teachers should be able to (5) use appropriate interventions to assist
students with behaviour problems. The last two actions proposed by Evertson and
Weinstein (2006) indicate that effective classroom management improves student
behaviour. Hence, classroom management is an ongoing interaction between teachers
and their students. Brophy (2006) presents a similar definition: “Classroom
management refers to actions taken to create and maintain a learning environment
conducive to successful instruction (arranging the physical environment, establishing
rules and procedures, maintaining students' attention to lessons and engagement in
activities)” (p. 17).
Based on our observation, the class was conducted in gazebo near the pool
and the weather was cool because we observed at 07.00 A.M. The class is small for
15 students, so the students only sat around in gazebo. The students looked interested
in materials and teachers’ explanation. Even though, the teacher didn’t give ESP
material to students. There was not misbehavior in the class, because the students
paid attention to the teacher’s explanation and the teacher could handle the students in
the class. There were no students who came late to class. In our opinion, the teacher
could manage the class and handle the students in teaching and learning process.

D. HOW TEACHER SOLVE THE PROBLEM IN ESP CLASSROOM

The teacher in a particular field are often to solve the problems from that field
that they can find it difficult to articulate the problem solving principles and strategies
they use to the students in their field because these principles and strategies are
second nature to the expert. To teach students problem solving skills, a teacher should
be aware of principles and strategies of good problem solving in his or her discipline.
Helping students identify their own problem solving errors is part of helping them
develop effective problem solving skills (Lawrence Erlbaum, 1999).
Based on our observation in ESP classroom, the teacher guided the students to
do group discussion to build their speaking ability and to arouse their communicative
competence. Some students were still difficult in pronunciation and spelling words,
so the teacher solved the problem by correcting the wrong pronunciation directly and
check their spelling word one by one.
In our opinion, the teacher must correct the pronunciation repeatedly in order
that students can imitate and also can pronounce it well.

E. THE CORRECTIVE FEEDBACKS OF TEACHER IN ESP CLASSROOM

Corrective feedback constitutes one type of negative feedback. It takes the
form of a response to a learner utterance containing a linguistic error. The response is
another initiated repair and can consist of (1) an indication that an error has been
committed, (2) provision of the correct target language form, (3) metalinguistic
information about the nature of the error, or any combination of these (Ellis, Loewen,
& Erlam, 2006). CF episodes are comprised of a trigger, the feedback move, and
(optionally) uptake, as in this example of a CF episode from Ellis and Sheen (2006),
where the teacher first seeks clarification of a student’s utterance containing an error
and then recasts it, resulting in a second student up taking the correction.
According to our observation, the teacher gave the explicit correction to the
students’ pronunciation and spelling. Then, the teacher corrected their pronunciation
and spelling because the students were still lack of pronunciation like apartment,
occur, police, night, and murderer.
Based on our opinion, the students have to practice and apply their English
more in order to support their English ability in ESP classroom. In here, the role of
the teacher gave corrective feedback to the students by giving the good correction in
order to avoid some mistakes.
IV. CONCLUSION

The teacher still used EGP materials in teaching ESP. Actually, the students
need to learn and improve the ESP materials for their main subject. The students have
to practice and apply their English more in order to support their English ability in
ESP classroom. The teacher must correct the pronunciation repeatedly in order that
students can imitate and also can pronounce it well. In here, the role of the teacher
gave corrective feedback to the students by giving the good correction in order to
avoid some mistakes. ESP is really important for the students who want to learn
English language, not only in English education program but also ESP can be applied
in different majors or program like in Informatics Engineering.
APPENDICES
Documentation:
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