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The Role of Needs Analysis in English for Specific Purposes Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 10, No 1 (1999)
Publisher : TEFLIN

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This article discusses the role of needs analysis in ESP. Teaching ESP should not be considered as a different kind of teaching the language but rather as an approach as it is also based on the commonly held belief of teaching language for communicative purposes. The problems that ESP teachers have are similar to those of teachers of English for general purposes although there are a some additional problems that may lie beyond methods and pedagogy especially those related to non-linguistic matters. Students needs are discussed from different angles and the theoritical basis of needs analysis is derived from the ideas of communicative competence proposed by Hymes (1972) and Canale and Swain (1980). Different approaches to needs analysis and its importance are also discussed. Finally, a model of framework for needs analysis as a basis for syllabus design is presented.

Task-based Approach to Teaching English for Tour Guiding Students in EFL Context Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
Publisher : TEFLIN

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Abstract: This paper describes a task-based approach to teaching EnÃÂglish using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a disÃÂcussion on meaning-focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementaÃÂtion of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based language teaching using a sample material from tour guiding.

REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Â Critical reflective teaching has been a goal of English teacher preparation program. Although many English educators have promoted and carried out reflective teaching in their methodology courses, success of such practice has been limited, not sufficiently reflecting what has been desired. Questions have been raised whether reflective teaching within pre-service English teacher education is a realistic aim. One argument for this has been: reflective teaching can only be learned by beginning teachers working in schools with experienced teachers who value critical reflection. This article examines 40 journals of teaching reflection produced by 40 pre-service English teachers after they completed teaching practicum in schools over a period of three months. The journals were analyzed using a theoretical model developed by Smith (2011) which encompasses different purposes with different forms of reflection: personal, interpersonal, contextual, and critical. The analysis shows that the teaching journals contained more reflection on the personal and contextual domains of teaching, indicating that the pre-service teachers were more concerned with the contextual aspects of teaching which influenced their practices in the classroom. It is recommended that a more balanced reflection be created as an alternative form of assessment in English teacher education involving personal as well as social aspects of teaching.Â

The challenges of using TED Talks as authentic resources of academic listening for EFL university students Astika, Gusti; Kurniawan, Ardiyarso
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23209

Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the studentsâ€™ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

PROFILING THE VOCABULARY OF NEWS TEXTS AS CAPACITY BUILDING FOR LANGUAGE TEACHERS Astika, Gusti
Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i2.689

Abstract: The importance of vocabulary in reading has been discussed extensively in the literature. Researchers claim that vocabulary is essential and has a central role in comprehension. Â Â Development in ICT and easy access to information from the internet necessitate language teachers to have relevant knowledge and skills to utilize pedagogical tools to use authentic online materials for learning purposes.Â One of such a tool is the Vocabulary Profiler that can be used to categorize lexical words in a text into different frequency levels: high, low, and academic word list. This paper discusses how to use the Vocabulary Profiler to classify words in a text into the different categories.Â The utilization of this tool can significantly alleviate the workload of teachers in selecting vocabulary in Â reading text which is conventionally based on teachersâ€™ intuition and perception. The sample text in this paper was selected from VOA website which may not be found in the textbooks currently used at schools. The paper ends with some implication for teaching about vocabulary selection.

LEMMATIZING TEXTBOOK CORPUS FOR LEARNER DICTIONARY OF BASIC VOCABULARY Astika, Gusti
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9813

The purpose of this study is to lemmatize the vocabulary used in textbooks with the purpose to provide information for dictionary entries that are relevant to the learners.Â Although dictionaries for learners are commercially and electronically available, they may not be relevant to the learnersâ€™ needs for vocabulary learning in class, or may not have been designed for specific pedagogical purposes. To bridge this gap, the vocabulary used in some textbook series were analyzed using the vocabulary profiler available in Lextutor.com to identify the lemmas of different frequency levels. The analysis shows that the total number of lemmas in the textbooks were approximately about 58% of the total number of the most frequently used lemmas in the New General Service List (Browne, Culligan, Phillips, 2013). Further exploration of the lexicogrammatical environment in the textbook corpus discovered lexical items that behave differently with regard to functions and meanings. These findings should provide lexicographers or teachers with useful information about word entries for a relevant learner dictionary to be used in the classroom.

STUDI KASUS PEMBELAJARAN MIPA BILINGUAL DI TIGA SMA RSBI DI JAWA TENGAH Gusti Astika; Anton Wahyana
LITERA Vol 11, No 2: LITERA OKTOBER 2012
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v11i2.1065

This study aims to describe the English language used by science teachers in SMARSBI in Central Java in their bilingual classes in terms of its proportion to Indonesian,grammaticalness, and complexity. It used a descriptive method and the data were collectedthrough direct observations of eight science classes and interviews with the science teachers and the school principals. The teacher talk and interview sessions were audio recorded, transcribed, and analysed qualitatively to provide answers to the research questions. The results indicate that the science teachers at the schools did not have sufficient mastery of English for bilingual classes, which affected the students’ attitudes to the bilingual program. The interviews with the teachers and school principals also revealed problems with teachers’ motivation to improve their English in spite of the supports provided by the school management.

WEBSITE GOES INTO CLASSROOM: MATERIALS DEVELOPMENT USING AN AUTHORING TOOL ‘LESSON WRITER’ Gusti Astika
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

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With the development of Information and Computer Technology (ICT), life in the 21st century has provided us with easy access to print as well as digital information. This development has brought about challenges to education system in general. In language education the challenges have to be responded with innovative ways to teach and learn languages. In ELT, especially in an EFL context such as that in Indonesia, English teachers must be able to acquire and possess a range of skills to utilize information, media, and education technology in teaching. One educational tool that can be used is an authoring software called Lesson Writer. This tool can be used to create lessons to develop the four language skills integratively using authentic texts about current world news on education, economy, health, etc. with audio and/or video files accessible through internet websites such as the Voice of America.com. This presentation will begin with a brief discussion about using technology in language teaching, then, follows an introduction of Lesson Writer and step by step procedure to use its facilities to create exercises for language and skills development. By the end of the presentation, the participants are introduced with a model lesson created with Lesson Writer.

STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE Gusti Astika; Toar Y. G. Sumakul
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

A number of studies show that students' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs' (1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.

TOUR GUIDING CONVERSATIONS: WHAT CAN WE LEARN FROM THEM? Gusti Astika
PAEDAGOGIA Vol 11, No 1 (2008): PAEDAGOGIA Jilid 11 Nomor 1 (2008)
Publisher : Universitas Sebelas Maret

This research presents conversations between guides and tourists duringguiding tours. The data were taken from a larger research on tasks in tour guiding,collected from observations of several tours. The conversations were discussed in termsof how the guide and the tourist developed the topics of the conversations. This paper alsoanalyses problems in the conversations using the framework from Varonis and Gass(1985). They suggest that problems in communication can be identified by looking at the‘trigger’ and the ‘indicator’ of problems in conversations. The analysis of the conversationsindicated that the guide and the tourist in their conversations were activelyengaged in the topic. They gave opinions, contributed to the conversations, and providedinformation to the topic. The analysis also indicated that there were four types ofindicators of communication problems: (1) explicit questions, (2) clarification requests,(3) confirmation checks, and (4) rephrasing.

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