Teachers Reflections on Teaching Mathematics in English: A Consideration for Developing ESP Course
DOI:
https://doi.org/10.22515/ele-reviews.v1i2.4300Keywords:
ESP, mathematics teaching, English-medium learningAbstract
This study aims at investigating the difficulties faced by mathematics teachers in delivering learning materials in English, the strategies carried out by the teachers to overcome their problems, and its implication for ESP design. Conducted in a private school in Surakarta, which uses the Cambridge curriculum, this study involved five mathematics teachers. The data were collected by interview to elicit detailed information. Then, the data were analyzed using the interactive analysis method. Based on the study, the teachers faced several difficulties, namely vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. The teacher's strategies to cope with the difficulties were improving English skills by learning from reference books and other sources, printed or online, and collaborating with peer teachers. They also used an online platform to assist their learning as well as prepare the learning media. It implied that ESP design for mathematics teachers needed to cover four aspects: vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. Several platforms could be utilized to design the ESP course, including the platforms that supported the linguistic aspects and mathematical knowledge.
References
Adoniou, M., & Qing, Y. (2014). Language, mathematics, and English language learners. Australian Mathematics Teacher, 70(3), 11–13.
Alsamadani, H. A. (2017). Needs analysis in ESP context: Saudi engineering students as a case study. Advances in Language and Literary Studies, 8(6), 58–68. https://doi.org/10.7575/aiac.alls.v.8n.6p.58
Amri, F. E. H. (2021). The lecturers’ challenges and strategies in teaching English for Specific Purposes (ESP) through SPADA UNS at Sebelas Maret University [Undergraduate Thesis]. IAIN Salatiga.
Apsari, R. A., Sariyasa, Wulandari, N. P., & Triutami, T. W. (2020). Analisis kebutuhan pengembangan buku ajar English for mathematics. Jurnal Pendidikan Dan Kebudayaan Missio, 12(2), 80–86. https://doi.org/10.36928/jpkm.v12i2.384
Asghar, A. (2021). Developing EFL learners’ speaking fluency: use of practical techniques. MEXTESOL Journal, 45(2), 1–13.
Cañado, María L. P. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202–221. https://doi.org/10.1080/02619768.2016.1138104
Dmitrenko, N., Nikolaeva, S., Melnyk, L., & Voloshyna, O. (2020). Autonomous ESP learning of prospective teachers of mathematics. Romanian Journal for Multidimensional Education, 12(1), 86–104.
Farah, R. R. (2018). ‘Who am I?’ Interrogating my identity as ESP teacher: personal narration. A Journal of Culture English Language Teaching Literature & Linguistics, 3(1), 1–14.
Freeman, B. (2012). Using digital technologies to redress inequities for English language learners in the English speaking mathematics classroom. Computers & Education, 59(1), 50–62. https://doi.org/10.1016/j.compedu.2011.11.003
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2012). The early prevention of mathematics difficulty: its power and limitations. Journal of Learning Disabilities, 45(3), 257–269. https://doi.org/10.1177/0022219412442167
Halladay, J. L., & Neumann, M. D. (2012). Connecting reading and mathematical strategies. The Reading Teacher, 65(7), 471–476. https://doi.org/10.1002/TRTR.01070
Hardani, H., Andriani, H., Istiqomah, R. R., & Ustiawaty, J. (2020). Buku metode penelitian kualitatif & kuantitatif. CV. Pustaka Ilmu Group.
Kadirolova, L. M. (2020). The importance of using ICT in ESP teaching. European Journal of Research and Reflection in Educational Sciences, 8(3), 145–148.
Kaewpet, C. (2009). A Framework for investigating learner needs: needs analysis extended to curriculum development. Electronic Journal of Foreign Language Teaching, 6(2), 209–220.
Kementerian Pendidikan dan Kebudayaan. (2020). Data SPK tahun ajaran 2019/2020. e-Layanan SPK Direktorat Jenderal Pendidikan Anak Usia Dini Pendidikan Dasar dan Menengah. https://e-layanan.dikdasmen.kemdikbud.go.id/newspk/
Keshtiarast, B., & Salehi, H. (2020). Investigating employing information communication technology for ESP learning: A case of Iranian EFL students’ attitudes. International Online Journal of Education and Teaching, 7(2), 412–433.
Malasari, S., Kurniawati, L. A., & Martanti, I. F. R. (2021). Students’ perceptions on the implementation of blended learning in English for mathematics. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 292–305. https://doi.org/10.31002/metathesis.v4i3.3314
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1), 1630150. https://doi.org/10.1080/23311886.2019.1630150
Ningsih, N. (2021). Developing English teaching and learning materials for mathematics study program. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1112–1119. https://doi.org/10.31004/edukatif.v3i3.501
Othman, J., & Saat, R. M. (2009). Challenges of using English as a medium of instruction: pre-service science teachers’ perspective. The Asia-Pacific Education Researcher, 18(2), 307–316. https://doi.org/10.3860/taper.v18i2.1331
Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338–349. https://doi.org/10.5897/ERR2016.3125
Riordain, M. N., & O’Donoghue, J. (2009). The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish. Educational Studies in Mathematics, 71(1), 43–64. https://doi.org/10.1007/sl0649-008-9158-9
Rumalessin, U. A. T., & Farah, R. R. (2021). Investigating the English needs of law department students in English for specific purposes. JEES (Journal of English Educators Society), 6(1), 126–132. https://doi.org/10.21070/jees.v6i1.1085
Simbolon, N. E. (2021). English Medium Instruction (EMI) practice: higher education internationalization in Indonesia. Englisia: Journal of Language, Education, and Humanities, 8(2), 72–83. https://doi.org/10.22373/ej.v8i2.8961
Talaue, F. G., & Kim, M. K. (2020). Investigating the advantages of English Medium Instruction (EMI) in the Indonesian workplace. Language Education and Acquisition Research Network Journal, 13(2), 321–334.
Turner, R. (2011). Identifying cognitive processes important to mathematics learning but often overlooked. Australian Mathematics Teacher, 67(2), 22–26.
Uys, M., van der Walt, J., van den Berg, R., & Botha, S. (2007). English medium of instruction: a situation analysis. South African Journal of Education, 27(1), 69–82.
Waswa, D. W. (2020). The effects and implications of the use of English as a medium of instruction in mathematics on Thai learners. International Journal of Social Sciences & Educational Studies, 7(2), 89–107. https://doi.org/10.23918/ijsses.v7i2p89
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: a synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2021 Atin Kurniawati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
This ejournal system and its contents are licensed under
a Creative Commons Attribution-NonCommercial 4.0 International License
