What Do Mathematics and Physics Students Need

from Learning English?

Dindin Nasrudin, Aan Hasanah, Yayu Nurhayati Rahayu, and Chaerul Rochman

UIN Sunan Gunung Djati, Jl. AH. Nasution 105, Bandung, West Java, Indonesia

Keywords: English Content, Learning Approach, Needs Analysis, English for Special Purposes

Abstract: English is a compulsory subject that must be taken by all undergraduate students including students of

Mathematics and Physics (MP) education. English teaching content and approach for MP education students

should be appropriate and support the students’ achievement of learning outcomes. This study would like to

reveal what content and skills are required by the students related to English classroom. This research is a

preliminary study with Cross-Sectional Survey method. The main findings of this research are (1) the

difference in the main contents of learning English for every department (2) the importance of need analysis

in determining English learning content and approaches for each department (3) the need for collaboration

between English and content lecturers in preparing the syllabus. This study concludes that English

classroom in MP Education Department should be adjusted to the students’ needs and the learning outcomes

of the department. This research recommends the establishment of team teaching for English classrooms.

1 INTRODUCTION

As a lingua franca, English life plays an important

role in International relations. The dynamic

globalization of economics, politics and socio-

cultural developments have promoted the use of

English as the language for communication between

individuals and groups, including in higher

education environments (Wilkins and Urbanovič,

2014). On that basis, many universities in the world,

including Indonesia, put English a compulsory

subject in the curriculum of education, including

Mathematics and Physics (MP) education

(Indonesia, 2005). To answer the need, English for

Academic Purposes (EAP) is offered.

According to Flowerdew (2016), EAP is one of

two main branches of English for Specific Purposes

(ESP). Simply, EAP is defined as English Teaching

which is related to the purpose of a study (Dudley-

Evans et al., 1998) or English for non-native in an

academic context (James, 2014). EAP/ESP evolved

as a pragmatic solution to accelerate the integration

of non-native English speakers into professional and

academic disciplinary discourse communities. EAP

has developed theories, methods and frameworks to

investigate and illustrate the practice of teaching and

learning from various disciplines and linguistic

backgrounds (McGrath and Kaufhold, 2016).

Finally, through the pedagogical applications

derived from Intercultural Rhetoric, English as

Lingua Franca (ELF), and translingualism, EAP/

ESP in the global world continues to grow and

develop (McIntosh et al., 2017).

Theoretically, EAP is related to the research and

teaching of English required by those using the

language to perform academic duties (Charles,

2013). EAP is an interdisciplinary approach to an

English instructor and a teacher of a particular

content discipline (Tatzl, 2015). The learning of

English in an academic set is based on the principle

that what students learn must be associated with

their expected goals after learning (Akbari, 2016).

Therefore, English language learning in MP

departments should consider course content and

learning outcomes.

In MP departments, English is a compulsory

subject taken at the first level. Time allocation for an

English classroom is only 100 minutes per week.

With a limited amount of time, it is very difficult for

lecturers to provide their students the best learning.

In fact, many competencies must be owned by

students. Therefore, appropriate strategies are

needed to choose. Materials which are relevant with

students’ needs and support their classroom are

selected as well.

This research begins with a preliminary study in

a department of MP education at a public university

in Indonesia. The results of the preliminary study

show that 68.5 percent of students stated that the

English content they learned was not relevant to

228

Nasrudin, D., Hasanah, A., Rahayu, Y. and Rochman, C.

What Do Mathematics and Physics Students Need from Learning English?.

DOI: 10.5220/0008216200002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 228-235

ISBN: 978-989-758-416-9

their needs. One reason is that teachers do not

perform the needs analysis. In fact, the assessment

of learning needs is an important stage in the

education process (Grant, 2002).

Previous studies have reported that needs

analysis is an important part of the decision-making

process related to course design specifications

(Bosher and Smalkoski, 2002). It is even considered

an indispensable component of the ESP course

(Long, 2005). Through the needs analysis, the

English teaching context will combine academic

skills with subject-specific skills that derive directly

from the subject disciplines of learners (Jordan,

2010). Ultimately, the development and

implementation of a need-based ESP course and

experimental syllabus can be considered highly

effective in improving learners' performance and

promoting their achievement in ESP regardless of

their level of competence in general English at the

beginning of the course (Chostelidou, 2011).

The English learning approach that takes into

account needs analysis is expected to facilitate

learners in the process of mastering the academic

aspects and specific subjects of the target language

as well as motivating them to be actively involved in

the ESP course (Chostelidou, 2010). Seeing the

importance of needs analysis, through the survey

method, this research would like to express MP

education students’ needs toward English learning.

2 METHOD

The method used in this research is Cross-Sectional

Survey method. According to Fraenkel (2009), this

survey is used in order to collect information about

samples depicted from predetermined populations.

There are three characters of this survey. First,

information of a group of people is collected to

describe some aspects or characteristics to be

known. Second, the main way chosen to capture data

are to ask questions. Third, information is collected

from the sample representing the population.

In education, Creswell (2012) divides the Cross-

Sectional Survey into four forms: (1) examining the

attitudes, beliefs, opinions and selected as well, (2)

comparing two or more education groups in terms of

attitudes, certain beliefs, opinions and practices, (3)

measuring community needs for educational services

related to a particular program, (4) evaluating the

program and (5) large-scale assessment of a policy.

In this study, the use of cross-sectional survey aims

at evaluating English courses that have been done

(type 4).

Data are processed and presented using

descriptive statistics. This statistic analysis aims at

describing the main needs desired by MP education

students in learning English. The subjects being the

research sample were 70 students representing two

majors – Mathematics and Physics. Each major is

represented by 35 students. The subjects are from

5th or 7th semesters of each department.

Determination of research sample using the

purposive technique. The reason for such sample

sampling is to get a complete picture of what they

have learned and experienced. Hopefully, they can

optimally expose their experience in English

classrooms. It involves teaching-learning content,

method, and relationship between what they learn

and their activities in classroom.

The used research instruments were

questionnaires and interview guidelines.

Questionnaires are used to capture quantitative data

onto sample responses to English content that has

been taught by lecturers, the chosen method and the

relevance of content to the academic needs and the

needs of students from each department. In addition

to quantitative data, interview was conducted to

explore their attitudes and expectations of learning

English. The results of questionnaires and interviews

were discussed in the Forum Group Discussion

(FGD) of fellow researchers for more confirmed

interpretation.

3 RESULT AND DISCUSSION

3.1 Primary English Learning Content

Required

In general, English skills are grouped into four main

clusters, namely reading, writing, speaking and

listening. For students majoring in English,

mastering the four competencies is a must. Without

a needs analysis, all these competencies must be

followed and mastered. However, in the end,

everyone will choose certain skills for his

professional path.

For students of MP education, the selection of

their English competence will be tailored to the

needs of their field. There is a priority scale - which

competencies should be taken as a precedence and

which competencies can be set aside or delayed first.

Although each student has his or her own opinion,

with simple survey and statistical methods, we can

see the concentration of data from the subjects we

What Do Mathematics and Physics Students Need from Learning English?

229

MAT H EM A TI C S P HY S IC S

RESPONDENTS

DEPARTMENT

Reading

Writing

Speaking

Listening

surveyed. Figure 1 below shows the MP Education

student response to the main content they need.

Figure 1: MP education students’ response to the main

content of learning English

The figure above shows that the majority of math

students want that the main content of English to be

learned is speaking (60%), reading (25.7%), writing

(8.6%) and listening (5.7%). In contrast, for physics

department students, the main content to be studied

is reading (60%), speaking (28.6%), writing (8.6%)

and the rest listening (2.8%).

Both students of the mathematics department and

physics wanted the two preferred English skills,

namely speaking skills and reading comprehension

skills. These two capabilities are the priority scale

required by the students. Speaking is an important

language skill for effective means of

communication. Mastery of speaking will increase

students' confidence in communicating (Boonkit,

2010). Moreover, reading ability has proven to

mediate mathematics and other sciences over time

(Barnard-Brak et al., 2017).

Different results can be found for other courses.

The study of (Aliakbari and Boghayeri, 2014)

reported that in the architecture department of Ilam,

University in Iran, reading comprehension was

recognized as the most important skill, followed by

writing, speaking, and listening respectively.

Another study by (Dehnad et al., 2010) states that

ESP learners in their research site expressed their

first-required skill is writing, followed by reading,

speaking and listening.

These data show that the analysis of English

requirement in one department is not identical with

other majors. Results in one place cannot be

generalized to other places. The results shown in

Figure 1 are the results of preliminary research. With

a simple survey method, of course, the revealed

results are less valid, therefore external evaluators

also need to validate their credibility and objectivity

(Kazar and Mede, 2015).

3.2 The Needs for English Skills in the

MP Education Department

The idea of the importance of learning English has

been started by (Munby, 1978) with the term

“communication needs processor”. It is followed by

West (1994) with the term “analysis of needs”, until

the publication of the book Introducing Need

Analysis and English for Specific Purposes by

(Brown, 2016). The thought or idea revolution

shows how important the needs analysis of English

learning is. Needs analysis has long been debated as

a prerequisite for the design of English curriculum

and syllabus (Malicka et al., 2017).

Because ESP / EAP requires comprehensive

needs analysis (Gatehouse, 2001), the first and

foremost thing that an English lecturer should do in

MP education is to analyze stakeholders’ needs in

their classrooms. Under normal conditions, needs

analysis should be performed on students who will

take English courses. In practice, however, the first

batch of students have not fully understood what

English skills are required by them during their

lectures in their majors. Consequently, the research

subjects are from the higher semesters to get

complete information about what MP students

exactly need.

Table 1: The needs for English skill in MP education

Skill

The Need for English

Reading

 Reading the textbook

 Reading the PC programming

language

 Reading papers/journals

 Reading the manual book from

practicum tool

 Understand the names and

abbreviations of the physics

quantities

Speaking

 Presentation of international

conference

 Discussing in a scientific forum

 Communicating through social media

with foreigners

 Teaching at International schools,

 Further study abroad

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230

Needs analysis in this research is done through a

number of questions in the questionnaire which is

followed up with interviews. Based on the

questionnaire answers and interviews for several

samples, the information needs mapping of MP

Education students in English classroom is shown in

Table 1. It is a summary of the questionnaire results

and in-depth interviews to a number of students. It

only includes the mainly required skills, namely

speaking and reading. It does not mean that writing

and listening are not important but the two skills are

less prominent.

3.2.1 Reading Skill

There is no theory of reading because reading

has too many components for a single theory

(Perfetti and Stafura, 2014). At least, there are three

disciplines that have the most direct application for

the understanding of mental processes in reading,

namely cognitive psychology, linguistics, and

artificial intelligence (Spiro et al., 2018). In view of

cognitive science, reading comprehension is

complex, consisting of a combination of several sub

processes and functions. This complex cognitive

process opens up an interdisciplinary study space

between theorists and practitioners (Kendeou et al.,

2016) and inspires collaborative work between

English teachers and content teachers, in articulating

and conceptualizing instructional goals, and building

shared knowledge to meet the diverse needs of

culturally and linguistically diverse students

(Martin-Beltran and Peercy, 2014).

An important part of facilitating reading ability is

the selection of a learning context. It is important to

choose the appropriate reading because students will

understand more authentic academic readings when

they are relevant to the disciplines they are taking,

even if their English skills are low (Uso-Juan, 2006).

However, great care must be taken when

transmitting academic content of a foreign language.

Supported explicit instructional language is required

for effective learning (Roussel et al., 2017).

Relevant context and reading themes from

English language learning are suggested to carefully

select in MP Education department. The cooperation

of English lecturers and content lecturers in

designing and implementing contextual learning is

necessary (Silver and Png, 2015). For example, for

the physics department, the learning context that can

be expressed in reading lessons is the story of how

Newton formulates the laws of motion of objects or

an extracts of textbook, like the book of Basic

Physics by Halliday, Resnik, and Walker or the book

Calculus: Concepts and Contexts by James Stewart

in the mathematics department.

Making contextual reading material is not

enough. Huang (2006) states that learners will be

willing to read in three situations: (1) a lecturer is

available to answer questions. Lecturers should

provide individual consultation services. When the

teacher asks the student to read, he knows the

purpose of the instruction. When a student has

difficulty reaching that goal, he knows who to ask.

The answer given by the lecturer must reflect the

way that must be taken so that students come to the

expected ability ; (2) the key points are clearly

highlighted in the textbook. It is suggested that

lecturers make relevant teaching materials. The

teaching materials are specially designed for a

particular department context. The theme is in

accordance with the department, whereas the

instruction is in the best interests in the English

language and (3) the reading skill is taught. Another

part that is not less important is that the lecturer

should provide tips and tricks related to how to read.

One of the tips that can be done is a metacognitive

reading strategy as doing by (Reza Ahmadi et al.,

2013). Metacognitive reading strategy is one of the

important factors to facilitate reading comprehension

of students.

In addition to proper contextual selection,

improved reading ability depends on the vocabulary.

Vocabulary plays a crucial role in early inference

making and literal comprehension (Lai et al., 2014).

Students who have a lot of vocabulary will have

many opportunities to proficient in reading

comprehension. The collaboration of vocabularies

possessed with the ability to apply in appropriate

contexts will improve reading comprehension skills

as appropriate.

3.2.2 Speaking Skill

The main reason for poor speaking skills in students

are their unwillingness to communicate due to many

factors. Overcoming language barriers and building

a strong will to communicate to allow students to be

fluent speakers and not afraid to communicate under

any circumstances (Kitchenko and M.P, 2017).

Require strategies and appropriate methods to train

speaking skills for students MP education especially

related to their needs in supporting academic

activity.

Speaking skills for MP education students are

more emphasized in public speaking especially

when they have to present research results of

International conferences or communicate with

What Do Mathematics and Physics Students Need from Learning English?

231

lecturers and researchers from abroad. Therefore, the

approach of learning English in the classroom is

dominated by the practice of speaking. Previous

research has demonstrated the effectiveness of

several learning methods in improving speaking

skills such as through self-correction behaviors

(Kormos, 1999), peer teaching (Rodriguez-sabater,

2005), learner-learner interaction (Saeed,

Karwan;Khaksari, Mahta;Eng, Lin;Ghani, 2016) and

drama (Barlow, 2013). All research results reinforce

the importance of speaking practice, both in the

classroom and outside the classroom.

Bordering on reading skill, speaking skill also

requires a lot of vocabulary. Bahrani (2012) state

that developing speaking proficiency requires more

than just that the language learners are exposed to a

pool of vocabulary and grammar descriptions. It

takes a spectacular way for students to find a quick

and effective way to collect as many vocabularies as

possible.

Compared to other skills, speaking skills, as an

active, dynamic language skill, may be strongly

affected by demotivating factors. That factors

including teachers, peers, materials, etc.

(Soureshjani and Riahipour, 2012). Therefore, in

order to improve this speaking skill successfully,

cooperation and effort together both lecturers and

friends during the learning process are required.

Keywords for speaking skills are practices,

practices, and practices – practices in class, at home

and wherever he is and with whom he speaks are

important.

Learning English in the majors of MP education

is in a non-English speaking setting, therefore it is

very important for students to express their own

views and opinions, and to develop their oral fluency

and accuracy which are essential for the successful

communication. Classroom interaction, then, is

necessary and useful as an educational strategy to

enhance learning (Porhossein, 2014). In short,

among all four key language skills, speaking is

deemed to be the most important in learning a

second or foreign language (Bahadorfar and

Omidvar, 2014).

3.3 Designing the English Learning

Syllabus

The further action of needs analysis is the design of

English learning syllabus. The preparation of the

English syllabus in the MP education Department

involves two parties, namely 1) English lecturers

that teach English learning techniques and methods

and 2) content lecturers who discuss the context of

learning needs analysis results. A complete range of

needs analysis and syllabus formulation can be seen

in Figure 2.

Figure 2: English learning design process in MP education

Stages of need analysis and designing syllabus

(limited line of strict) are done before the teaching

and learning practices. However, it is not possible to

change the syllabus in the middle of the practice.

Meanwhile, the sectioned implementation and

evaluation is done at each meeting. From the

implementation and evaluation, the change of

syllabus can be done.

In the implementation phase, the first and

foremost step in language learning is to cultivate

learning motivation. In the current era of

information technology, the use of online media can

be an option. One of them is through podcasting

(Asoodar et al., 2016), memorization of English

sentence using ICT (Kitagaki, 2012) or mobile

social networking (Sun et al., 2017).

Meanwhile, to reduce the saturation of learning,

lecturers can use various methods, such as the use of

blended learning – the combination of traditional

methods (face-to-face interaction) and online

learning (Thang et al., 2012) and different creative

activities (Idrissova et al., 2015). Both of these

methods have been proven to help improve the

quality of language learning.

The evaluation stage is no less important. This

section is needed as a means of reflection and

measures the effectiveness of learning, both in terms

of process and learning outcomes. Habib (2016)

show that reading comprehension assessment is very

important to English teaching because it provides

important information about student's weakness,

needs, constraints, and deficits. Thus, teachers can

Evaluation

Formative Evaluation Process Evaluation

Implementation

Learning Approach

Appropiate Media

Designing Syllabus

Content and Skill

Mapping

Choosing Appropiate

Method and Strategy

Need Analysis (NA)

Students Need Learning Outcome

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apply appropriate techniques and use assessment

results to change their classroom instruction and

improve learning ability. The best way to assess

reading comprehension are to use a combination

method (Klingner, 2004). It takes joint efforts to

develop assessments that help the identification of

difficulty source and design of instructional

approaches to prevent or correct this difficulty

(Kendeou et al., 2016).

4 CONCLUSIONS

To get the appropriate English learning for the MP

education students, needs analysis is a must. The

result of this requirement analysis becomes the basis

of English lecturer to arrange syllabus and

instructional design. Coordination and collaboration

between English lecturers and content lecturers is

urgently required.

Based on the needs analysis, reading and

speaking skills are the two first-prerequisite skills of

the students. This need will be facilitated in syllabus

preparation, instructional design, implementation,

and evaluation. Practical and targeted English

learning has been shown to significantly improve

students’ ability to communicate and socialize in the

community (Şen et al., 2014).

ACKNOWLEDGEMENTS

The researcher would like to thank the Faculty of

Tarbiyah and Teacher Training of UIN Sunan

Gunung Djati Bandung, Indonesia, for supporting

this research. Thank you also to Mrs. Citra and Mrs.

Mila who have helped the research process.

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