Is Demonstration Effective In Teaching ESP Procedure Text? A Qualitative Study: How to Make a Scrunchie

Authors

  • Roisatul Badriyah University of Muhammadiyah Malang
  • Sri Hartiningsih University of Muhammadiyah Malang
  • Fardini Sabilah Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.29408/veles.v7i2.20325

Keywords:

Demonstration, ESP Teaching, Fashion Design, Procedure Text

Abstract

Teaching procedural texts in English for Specific Purposes (ESP) can be challenging, often viewed as abstract and unrelated to real-world applications, especially in niche sectors like fashion design. This can hinder English language skill development within such industries. Addressing this, our study evaluates the effectiveness of demonstrations in teaching ESP procedural texts, specifically the crafting of scrunchies. Using a descriptive qualitative method, we identify the merits of demonstrations. Our results show that students not only understand but can also apply the procedural knowledge effectively, as evidenced by their successful creation of scrunchies. Enhanced engagement and participation levels during the learning process further validate the efficacy of the demonstration approach. These insights are pivotal for educators looking to refine their teaching techniques in ESP scenarios that require a balance between theoretical grasp and practical execution.

References

Abidah, L., Askangela, M. L., Berlianty, D., Herliana, N. A., Qomariyah, N. N., Teladan, R. P., & Sabilah, F. (2023). A study on needs to design English teaching material at vocational school. Journal of English Language Teaching Innovations and Materials (Jeltim), 5(1), 69–90. https://jurnal.untan.ac.id/index.php/JELTIM/article/view/58372/pdf

Aditia, D., Dian, O. S. A., & Sari, H. M. (2023). Demonstration method to teach writing. Journal of English and English Education, 3(1), 1–7. https://siakad.univamedan.ac.id/ojs/index.php/excellence/article/view/577/401

Ain, R. Q., Nawir, A. R., Andi, M., Ardiana, & Suwarni. (2023). Pictionary game: Its effect to upgrade ESP students’ vocabulary mastery at SMK Negeri 2 Pangkep. Eltin Journal: Journal of English Language Teaching in Indonesia, 11(1), 31–38. https://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/3485

Al-Jarf, R. (2022). A multiple-associations approach to teaching technical terms in English for Specific Purposes courses. International Journal of English Language Studies, 4(3), 01–09. https://doi.org/10.32996/ijels.2022.4.3.1

Boloña, M. del C., & Allen, C. (2022). Learners’ perceptions of using Moodle Books in online ESP courses. Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022, 2022, 30–35. https://doi.org/10.14705/rpnet.2022.61.1430

Bråten, I., Brandmo, C., Ferguson, L. E., & Strømsø, H. I. (2022). Epistemic justification in multiple document literacy: A refutation text intervention. Contemporary Educational Psychology, 71(0317). https://doi.org/10.1016/j.cedpsych.2022.102122

Burns, A. (2022). Rethinking fabric: The application of fabric manipulation techniques in fashion design education. International Journal of Art and Design Education, 41(1), 66–80. https://doi.org/10.1111/jade.12375

Chaovanapricha, K., & Chaturongakul, P. (2020). Interdisciplinary teacher collaboration in English for Specific Purposes subjects in a Thai University. English Language Teaching, 13(5), 139. https://doi.org/10.5539/elt.v13n5p139

Cheraghi, Z., & Motaharinejad, A. (2023). Investigating the challenges of Iranian ESP teachers at medical schools: The role of video presentation on subject related critical incidents. Informatics in Medicine Unlocked, 39(February), 101250. https://doi.org/10.1016/j.imu.2023.101250

Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating, quantitative and qualitative rResearch (3rd ed.). Pearson Education.

Danilina, S., & Shabunina, V. (2020). Intentional Vs incidental ESP vocabulary acquisition by political science students. Advanced Education, 7(16), 18–27. https://doi.org/10.20535/2410-8286.200729

Den Otter, M. J., Dam, M., Juurlink, L., & Janssen, F. (2021). Two design principles for the design of demonstrations to enhance structure–property reasoning. Education Sciences, 11(9), 1–19. https://doi.org/10.3390/educsci11090504

Elfeky, A. I. M., & Elbyaly, M. Y. H. (2021). Developing skills of fashion design by augmented reality technology in higher education. Interactive Learning Environments, 29(1), 17–32. https://doi.org/10.1080/10494820.2018.1558259

Elkasović, S., & Čolakovac, J. J. (2023). The teaching of ESP Lexis revisited: The effect of authentic text adaptation on vocabulary retention. ESP Today, 11(1), 75–95. https://doi.org/10.18485/esptoday.2023.11.1.4

Jemberie, L. W. (2021). Teachers’ perception and implementation of constructivist learning approaches: Focus on Ethiopian Institute of textile and fashion technology, Bahir Dar. Cogent Education, 8(1), 1–18. https://doi.org/10.1080/2331186X.2021.1907955

Kaowiwattanakul, S. (2020). Using literature circles to promote the english speaking skills of engineering students in English for specific purposes classrooms. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 414–425.

Khalil, L., & Kholofelo Semono-Eke, B. (2020). Appropriate teaching methods for General English and English for Specific Purposes from teachers’ perspectives. Arab World English Journal, 11(1), 253–269. https://doi.org/10.24093/awej/vol11no1.19

Kincade, D. H., Turner, W. D., Solis, O. J., & Dull, E. H. (2019). Assessing millennials in college-level fashion design studios: A study of evidence-based practice. International Journal of Art and Design Education, 38(1), 47–59. https://doi.org/10.1111/jade.12167

Landøy, A., Popa, D., & Repanovici, A. (2020). Collaboration in designing a pedagogical approach in information literacy. In Springer Texts in Education.

Maya, Y., & Saragih, E. (2021). The utilization of animation in the theory of procedure text writing for Vi-Grade SD Methodist-2 Medan students. Advances in Language and Literary Studies, 12(2), 70. https://doi.org/10.7575/aiac.alls.v.12n.2.p.70

McQuillan, H. (2020). Digital 3D design as a tool for augmenting zero-waste fashion design practice. International Journal of Fashion Design, Technology and Education, 13(1), 89–100. https://doi.org/10.1080/17543266.2020.1737248

Min, S., Lyu, X., Holtzman, A., Artetxe, M., Lewis, M., Hajishirzi, H., & Zettlemoyer, L. (2022). Rethinking the role of demonstrations: What makes in-context learning work? Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing, EMNLP 2022, 11048–11064. https://arxiv.org/abs/2202.12837

Montaner-Villalba, S., Gimeno-Sanz, A., Di Sarno-García, S., Sevilla-Pavón, A., Nicolaou, A., Koris, R., & Vuylsteke, J.-F. (2022). Telecollaboration and languages for specific purposes. Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022, 286–291. https://doi.org/10.14705/rpnet.2022.61.1472

Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in vocational high school: Teachers’ beliefs and practices. JET (Journal of English Teaching), 6(2), 122–133. https://doi.org/10.33541/jet.v6i2.1756

Murzyn-Kupisz, M., & Hołuj, D. (2021). Fashion design education and sustainability: Towards an equilibrium between craftsmanship and artistic and business skills? Education Sciences, 11(9). https://doi.org/10.3390/educsci11090531

Obafemi, K. E., Obafemi, T. O., & Yakubu, F. M. (2023). Effect of demonstration method on primary school pupils ’ academic achievement in Physical and Health Education. ASEAN Journal of Physical Education and Sport Science, 2(2), 99–104. https://ejournal.bumipublikasinusantara.id/index.php/ajopess

Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. Modern Language Journal, 103(1), 205–226. https://doi.org/10.1111/modl.12538

Pattanaphanchai, J. (2019). An investigation of students’ learning achievement and perception using flipped classroom in an introductory programming course: A case study of Thailand higher education. Journal of University Teaching and Learning Practice, 16(5).

Petraki, E., & Khat, K. (2022). Challenges and constraints in the design of an ESP course in Cambodia: Implications for higher education institutions. Asia Pacific Journal of Education, 42(2), 260–275. https://doi.org/10.1080/02188791.2020.1798738

Pham, H. T. T., Le, P. T., & La, T. P. (2020). Investigating informational texts teaching and learning in developing countries: The case of vietnamese high schools. International Journal of Education and Practice, 8(3), 557–567. https://doi.org/10.18488/journal.61.2020.83.557.567

Ravshanovna, Y. Y. (2023). Developing ESP learners’ integrated skills using interactive activities. International Journal of Language Learning and Applied Linguistics, 2(6), 1–4. http://inter-publishing.com/index.php/IJLLAL/article/view/1948/1682

Raza, K. (2020). Differentiated instruction in English language teaching: Insights into the implementation of Raza’s teaching adaptation model in Canadian ESL. TESL Ontario, 41–50. https://d1wqtxts1xzle7.cloudfront.net/65999848/Differentiated_instruction_in_Canadian_ESL_Classrooms-libre.pdf

Rohaendi, S., & Laelasari, N. I. (2020). Penerapan teori Piaget dan Vygotsky ruang lingkup bilangan dan aljabar pada siswa Mts Plus Karangwangi. Prisma, 9(1), 65. https://doi.org/10.35194/jp.v9i1.886

Rohani, S., & Suyono, A. (2021). Developing an Android-based bilingual e-glossary application of English for Specific Purposes (ESP). English Language Teaching Educational Journal, 4(3), 225–234. https://doi.org/10.12928/eltej.v4i3.5209

Saienko, N., Semyda, O., & Akhmad, I. (2020). Using social networks in teaching ESP to Engineering students. Advanced Education, 7(14), 38–45. https://doi.org/10.20535/2410-8286.198083

Salmani-Nodoushan, M. A. (2020). English for Specific Purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342

Santrock, J. W. (2020). A topical approach to life-span development: Tenth edition. McGraw-Hill Education.

Setyowati, L., & Sukmawan, S. (2019). Authentic materials for teaching writing: A critical look. International Journal of Language Education, 3(2), 68–77. https://doi.org/10.26858/ijole.v3i2.9609

Sijono, S., & Aristo, T. J. V. (2019). An analysis of students’ errorneous sentence found in descriptive text written by students in Sintang. VELES Voices of English Language Education Society, 3(2), 118. https://doi.org/10.29408/veles.v3i2.1560

Simkova, I., Bondarenko, O., & Bielovetska, L. (2021). Web-based applications to develop students’ creativity in english for specific purposes. International Journal of Evaluation and Research in Education, 10(2), 684–692. https://doi.org/10.11591/ijere.v10i2.21248

Song, A. Y. (2021). Textured texts: Demonstration of investment through Coded Weavings and Fictional Narratives. Changing English: Studies in Culture and Education, 28(2), 196–207. https://doi.org/10.1080/1358684X.2020.1811081

Triana, W., Verza, E., & Razi, P. (2022). The effect of emotional demonstration methods and video learning on hand washing on knowledge and skills of housewives. Nsc Nursing, 1(2), 13–27. https://doi.org/10.32549/opi-nsc-59

Verburgh, A. (2019). Effectiveness of approaches to stimulate critical thinking in social work curricula. Studies in Higher Education, 44(5), 880–891. https://doi.org/10.1080/03075079.2019.1586336

Zhang, D., & Pérez-Paredes, P. (2021). Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning, 34(8), 1128–1153. https://doi.org/10.1080/09588221.2019.1662455

Downloads

Additional Files

Published

2023-10-30

Issue

Vol. 7 No. 2 (2023): VELES (Voices of English Language Education Society)

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.