The Challenges of ESP Lecturers to Teach Non-English Major Students with Integrated Islamic Values
DOI:
https://doi.org/10.51278/aj.v4i1.491Keywords:
Challenges ESP Lecturers, English Specific Purpose, Integrated Islamic ValueAbstract
This article analyzes about how ESP lecturers face challenges in teaching non-English major students with Islamic content in Islamic state universities of Indonesia. The concern of university founders is to internalize Islamic content in all subject areas. It is believed that Islam as a religion is universal and relevant with all university study programs. This idea puts the learning to engage with Islamic values. However, in fact, the lecturers are struggling to deal with the consequences. Through qualitative study, interviews were undertaken with three ESP lecturers teaching at Faculty of Dakwa and Communication Studies. The findings showed that the lecturers with their background of English education found two major challenges: 1) Challenges of Designing ESP Course with Integrated Islamic Values namely insufficient awareness of designing ESP course with integrated Islamic values, inadequate knowledge of the subject matter, the missing of ESP training, and unsatisfactory needs analysis; 2) Challenges of Learning Practie of ESP Course with integrated Islamic values specifically minimum lecturers’ learning instruction with integrated Islamic values, insufficient learning sources relevant with the field of study, low level of students’ learning motivation and low level of students’ English proficiency.
Keywords: Challenges ESP Lecturers, English Specific Purpose, Integrated Islamic Value
References
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Madkur, A., & Albantani, A. (2018). M. Instilling Islamic Values in Foreign Language Teaching: An Indonesian Context. In The International Conference on Education in Muslim Society. (Advances in Social Science, Education and Humanities Research, volume 115, Atlantis Press, 2018), 97-103.
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Marwan, A. (2017). ESP teaching challenges in an Indonesian vocational higher institution. Journal of The English Teacher, XXXVIII(0), 1-12.
Muhrofi-Gunadi, K. A. (2016). ESP practitioners’ role and their ethnography: A case study of ESP practitioners at the Indonesian tertiary level. International Journal of Education, 9(1), 1-9.
Pei, X., & Milner, J. O. (2016). Problems in transforming EGP teachers in China’s
universities into ESP teachers. Journal of Theory and Practice in Language Studies, 6(11), 2102-2108.
Poedjiastutie, D. (2017). The Pedagogical challenges of English for Specific Purposes
(ESP) teaching at the University of Muhammadiyah Malang, Indonesia.
Journal of Educational Research and Reviews, 12(6), 338-349.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge University Press.
Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press.
Shah, M.I.A., Muhamad, A.J., & Ismail, S.M. (2012). Design, formulation and implementation of an English language curriculum from Islamic perspective. Journal of Islam in Asia, 9(2), 180-198.
Stojkovic, N. (2019). Possible reasons why ESP is under recognized in academia. The Journal of Teaching English for Specific and Academic Purposes, 7(3), 405-409
The Academic Guidelines for Degree Program 4.0. 2019. University’s Handbook
Nguyen, B. H., Haworth, P., & Hansen, S. (2019). Challenging ESP teacher beliefs about active learning in a Vietnamese university. Journal of Teacher Development, 23(3), 345-365.
Wahyudi, R. (2014). New Insights of ESP from Indonesian Islamic University: Lessons from Textbook Evaluation and Ethnography as Method: Journal of English for Specific Purposes World, 15, 1-19
Wahyuni, R. N. B., & Rozi, F. (2020). The performances of ESP lecturer’s pedagogical and professional competences in teaching speaking class (The case study of Semarang University). English Education Journal, 10(3), 340-350.
Zhang, T. (2017). Research on the development of ESP teachers in higher vocational colleges. Advances in Social Sciences, Education and Humanities Research, 123, 999-1002.
Albantani, A., M. (2016). Integrating character education values in language teaching: Why and how? The Fourth ELITE International Conference Proceeding. Jakarta: UIN Jakarta
Alsharif, D., & Shukri, N. (2018). Exploring pedagogical challenges of ESP teachers at a Saudi Arabian university. International Journal of Asian Social Science, 8(10), 841-855.
Basturkmen, H. (2010). Developing courses in English for Specific Purposes. Palgrave Macmillan
Bojovi?, M. (2006). Teaching foreign language for specific purposes: Teacher development [Paper presentation]. Proceedings of the 31st Annual ATEE Conference, Portoroz, Slovenia. http://doi.org/10.13140/2.1.4011.4566
Borg, S., and S. Al-Busaidi. 2012. “Teachers’ Beliefs and Practices Regarding Learner Autonomy.” ELT Journal 66 (3): 283–292.
Bracaj, M. (2014). Teaching English for Specific Purposes and teacher training. European Scientific Journal, 10(2), 40-49
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (4th ed.). Pearson.
Dahm, M., R., Slade, D., Brady, B., Goncharov, L., & Chien, L. (2022). Tracing interpersonal discursive features in Australian nursing bedside handovers: Approachability features, patient engagement and insights for ESP training and working with internationally trained nurses. Journal of English for Specific Purposes, 66, 17-32
Ellis, M., & Johnson, C. (1994). Teaching business English. Oxford University Press.
Feryok, A. 2008. The Impact of TESOL on Maths and Science Teachers. ELT Journal 62 (2):123–130.
Glesne, C. 2011. Becoming Qualitative Researchers: An Introduction. 4th ed. Boston, MA: Pearson
Education
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman Education Limited.
Hoa, N. T. T., & Mai, P. T. T. (2016). Difficulties in teaching English for Specific Purposes: empirical study at Vietnam universities. Higher Education Studies, 6(2), 154-161.
Hutchinson, T., & A. Waters. (1987). English for Specific Purposes: A Learner-Centred Approach. Cambridge: Cambridge University Press
Hyland, K., & Jiang F. (2021). Delivering relevance: The emergence of ESP as a discipline. Journal of English for Specific Purpose, 64, 13-25
Inozemtseva, K., & Troufanova, N. (2018). ESP tertiary teachers’ perception of how they comply with requirements of cross disciplinary education. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), Proceedings of EDULEARN18 Conference (pp. 6427-6434). IATED
Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP Teaching: Lessons from ESP in Non-English departments. Journal of Studies in English Language and Education, 8 (1), 276-293).
Khamdan, N. (2008). The integration of teaching of English with the Islamic values at SMP Islam Al-Azhar 15 Cilacap. Unpublished Thesis. State University of Malang
Luo, J., & Garner, M. (2017). The challenges and opportunities for English teachers in teaching ESP in China. Journal of Language Teaching and Research, 8(1), 81-86.
Madkur, A., & Albantani, A. (2018). M. Instilling Islamic Values in Foreign Language Teaching: An Indonesian Context. In The International Conference on Education in Muslim Society. (Advances in Social Science, Education and Humanities Research, volume 115, Atlantis Press, 2018), 97-103.
Maleki, A. (2008). ESP teaching: A matter of controversy. Journal of ESP World, 7(1(17)), 1-21
Marwan, A. (2017). ESP teaching challenges in an Indonesian vocational higher institution. Journal of The English Teacher, XXXVIII(0), 1-12.
Muhrofi-Gunadi, K. A. (2016). ESP practitioners’ role and their ethnography: A case study of ESP practitioners at the Indonesian tertiary level. International Journal of Education, 9(1), 1-9.
Pei, X., & Milner, J. O. (2016). Problems in transforming EGP teachers in China’s
universities into ESP teachers. Journal of Theory and Practice in Language Studies, 6(11), 2102-2108.
Poedjiastutie, D. (2017). The Pedagogical challenges of English for Specific Purposes
(ESP) teaching at the University of Muhammadiyah Malang, Indonesia.
Journal of Educational Research and Reviews, 12(6), 338-349.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge University Press.
Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press.
Shah, M.I.A., Muhamad, A.J., & Ismail, S.M. (2012). Design, formulation and implementation of an English language curriculum from Islamic perspective. Journal of Islam in Asia, 9(2), 180-198.
Stojkovic, N. (2019). Possible reasons why ESP is under recognized in academia. The Journal of Teaching English for Specific and Academic Purposes, 7(3), 405-409
The Academic Guidelines for Degree Program 4.0. 2019. University’s Handbook
Nguyen, B. H., Haworth, P., & Hansen, S. (2019). Challenging ESP teacher beliefs about active learning in a Vietnamese university. Journal of Teacher Development, 23(3), 345-365.
Wahyudi, R. (2014). New Insights of ESP from Indonesian Islamic University: Lessons from Textbook Evaluation and Ethnography as Method: Journal of English for Specific Purposes World, 15, 1-19
Wahyuni, R. N. B., & Rozi, F. (2020). The performances of ESP lecturer’s pedagogical and professional competences in teaching speaking class (The case study of Semarang University). English Education Journal, 10(3), 340-350.
Zhang, T. (2017). Research on the development of ESP teachers in higher vocational colleges. Advances in Social Sciences, Education and Humanities Research, 123, 999-1002.
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Published
2022-03-20
How to Cite
Misbah, H. (2022). The Challenges of ESP Lecturers to Teach Non-English Major Students with Integrated Islamic Values. Attractive : Innovative Education Journal, 4(1), 255–270. https://doi.org/10.51278/aj.v4i1.491
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