Rekap Isi Artikel
Nama Mhs: SM
N0. ASPEK JURNAL
1 JUDUL /Tittle:
2 NAMA PENULIS :
3 NAMA, EDISI, Halaman
JURNAL :
SUMBER/BENTUK
4 SETTING PENELITIAN
a. Tempat penelitian :
b. Waktu penelitian :
c. Subyek penelitian :
5 KERANGKA PIKIR :
6 METODOLOGI
PENELITIAN
a. Jenis/ pendekatan :
b. Metode Sampling :
c. Metode pengumpulan data
d. Metode analisis data :
SUBSTANSI/ ISI JURNAL DIKUTIP
English for Specific Purposes in the EFL Context: A
Survey of Student and Faculty Perception (1)
Chia-hsiu Tsao (2)
The Asian ESP Journal, Volume 7 (2). 126-149.
Spring 2011 (3a)
http/www/the asian ESP Journal.com (3b)
Technological University in Taiwan (4a)
Not stated
24 English teachers, (the teachers surveyed included
19 lecturers, 4 assistant professors, 1 associate
professor. 7 teachers had teaching experience of over
15 years, 6 between 11 and 15 years, the other 5
between 6 and 10 years, and 1 within 5 years) and
351 students from a technological university in
Taiwan. (4b)
 Students’ overall English proficiency is generally
believe to be an indicator of the success or failure
of English Education, the value of general English
courses offered in local universities has been
questioned. (5a)
 Many in Taiwan, including educators and
administrators, consider ESP a potential ‘panacea’
for students’ poor English performance. They
believe that students will be more motivated and
benefit more by a program geared to their needs
and directly relevant to their field of study, thus
resulting in higher learning efficacy.(5b)
Quantitative study/descriptive study (6a)
Stratified Random Sampling (6b)
Survey with closed questionnaire (6c)
Descriptive statistics, including frequencies, mean,
and standard deviation, were estimated. And t-test
were run to determine if there were any significant
differences between students’ and teachers’
responses. (6d)
7 TEORI YANG  Wong (2005) and Huang (2007) suggested that
DIGUNAKAN : students should have a reasonably good command
of general English in order to learn ESP
successfully. (7a)
 One important question that should always be
addressed before implementing an ESP course is:
are the course objectives attainable with the
students’ current language levels? So that, the
course matches students’ English ability and
arouses their interest. (7b)
 Dudley-Evans and St. John (1998), The ESP
instructor has as many as five key roles to
perform: teacher, course designer and material
provider, collaborator, researcher, and evaluator.
(7c)
8 HASIL/TEMUAN  Both faculty and students agreed that 1) ESP is
PENELITIAN : important and necessary for technical students, 2)
Students need to have a satisfactory grounding in
basic English skills before they advance to ESP
learning, 3) ESP instruction should focus on
training of language communication skills while
integrating terminology and subject content into
the course, 4) ESP instructors should possess both
English teaching competency and subject content
knowledge, 5) Problems that have affected the
effectiveness of general English curricula will
also affect ESP negatively.(8a)
9 DISKUSI :  More subjects agreed than disagreed than ESP is
superior to EGP in such aspects as having more
specific goals, being more effective in promoting
students’ learning motivation, learning efficacy,
and employment competitiveness. (9a)
 Students generally thought that ESP is harder and
more challenging than EGP, while teachers were
divided in their
9 DISKUSI : responses. (9b)
 Most of the subjects from the two groups agreed
that ESP teaching should focus on language
training while integrating terminology and
discipline content into the course to meet the
learners’ specific needs. (9c)
 a result making the future of ESP rather pessimistic.
In summary, unless the problems affecting the
development of ESP education are addressed, little
can be expected of the future of ESP. (9d)

10 SARAN &
REKOMENDASI
a. Saran :  it seems particularly necessary to base ESP
teaching on some competence in EGP.(10a)
 ESP should be regarded as a complementary
 language learning requirement, rather than
substitution for EGP. (10b)
 ESP course planning should begin with analysis
of learners’ needs and wants.(10c)
 ESP teacher does not have to be an expert in the target
field, but has to remain flexible and is always engaged
in professional development in ESP teaching. (10d).

b. Rekomendasi :

Contoh Summary dalam Bhs Indonesia:

Berdasarkan penelitian yang dilakukan oleh Chia-hsiu Tsao (2011) dari Fooyin
University of Technology tentang persepsi mahasiswa dan dosen tentang English for
Specific in the EFL Context. Diperoleh data bahwa dari 351 siswa dan 24 pengajar di
Universitas Technologi Taiwan sebagai responden diketahui bahwa (1) siswa lebih
menyukai ESP dari pada EGP, sedangkan para guru tidak sependapat untuk mengganti
EGP dengan ESP,( 2) meskipun para guru dan siswa mengetahui pentingnya ESP, tetapi
keahlian siswa dalam bahasa Inggris tidak ada yang memenuhi level untuk mempelajari
ESP, (3) para guru dan siswa setuju bahwa ESP dan EGP seharusnya berbeda dalam
hal tujuan, materi, dan pendekatannya,(4) guru dan siswa tidak sepakat bila bahasa
inggris menjadi satu-satunya media pembelajaran, dimana siswa lebih mendukung
dibanding guru, (5) terkait dengan factor yang mempengaruhi keefektifan mata pelajaran
ESP, terdapat perbedaan pandangan antara guru dan siswa. Faktor tertinggi yang
mempengaruhi adalah berpusat pada siswa, yaitu: analisis kebutuhan siswa, kapasitas
belajar siswa, dan motivasi belajar siswa. Sebaliknya, guru lebih menekankan pada mata
pelajaran itu sendiri, penempatan materi pembelajaran dan metode sebagai faktor utama,
selanjutnya adalah factor desain dan tujuan, dan kebutuhan siswa.