Chafter 1

preliminary

This study aims to align English material for supporting lecturers to be developed so that it is right on
target for students' interest in English. Analyzing the needs of students, especially in learning English so
that they are in line with the knowledge that is being taken. It is necessary to provide appropriate
English material with the scientific field of the student's study program so as to be able to improve
students' English skills.

This research was carried out using a qualitative approach where the data to be collected was in the
form of qualitative data in the form of utterances taken from interviews and also quantitative data in the
form of numbers taken from questionnaires, all of which would be analyzed descriptively. The results of
this study provide detailed information related to the perceptions of Islamic Education Counseling
Guidance (BKPI) students at IAIN SAS BABEL in developing English for Specific Purposes (ESP) Learning
Materials. The output of this study is an inventory/reference regarding student perceptions in
developing ESP-based teaching materials so that Islamic Education Counseling Guidance (BKPI) students
of IAIN SAS BABEL.

The English language teaching curriculum at IAIN SAS BABEL in the Islamic Education Counseling
Guidance study program (BKPI) is institutionally structured, with the curriculum and syllabus of the
courses allegedly reflecting the characteristics of the study program's needs. Characteristics in the
context of learning English are applied to specific purposes (English for Specific Purposes (ESP) which are
compiled and developed based on needs analysis).

Abstrac

In an academic enhancement effort in IAIN SAS Babylon, the Language Center (Institute) language is
required to play an optimal role in developing the ability of academic community. Students and lecturers
of non-English study programs at this time, it has felt that the need for English teaching is increasingly
widespread, none is limited to the fulfillment of the needs of the students' English as long as they study
in college but also teaching English can meet their needs after completing their studies in college or
when they look for work and work, (Sofendi, 2005). This means that the English teaching objectives itself
is supposed to be expanded that the teaching of English for major departments or programs can meet
the needs of English for students as long as they study in college and after they finish the high study, or
they compete to work or when they work.

google.com

English for specific purposes

Tom Hutchinson, Alan Waters

Cambridge university press, 1987

English for Specific Purposes offers the teacher a new perspective on this important field. The main
concern is effective learning and how this can best be achieved in ESP courses. The authors discuss the
evolution of ESP and its position today; the role of the ESP teacher; course design; syllabuses; materials;
teaching methods, and evaluation procedures. It will be of interest to all teachers who are concerned
with ESP. Those who are new to the field will find it a thorough, practical introduction while those with
more extensive experience will find its approach both stimulating and innovative.

This volume presents a range of views about language, learning, and teaching in English for Specific
Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches
and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field
and to identify current perspectives in ESP and the ideas driving them.Ideas and Options in English for
Specific Purposes does not promote any one approach, but rather identifies and illustrates those in
evidence today. The main emphasis is on the links between theory and ESP teaching and research.

Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then
made between these ideas and ESP course designs, instructional materials, and research projects. Thus
the book moves back and forth between descriptions of theories, teaching practice, and research.Part I
introduces the book's approach to description of ESP and the framework used to investigate it. Part II
examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many
different countries and contexts, the author draws on a wide range of examples of teaching practice and
research from around the world and from different branches of ESP, including English for Academic
Purposes, English for Professional Purposes, and English for Vocational Purposes.

A. Islamic Guidance and Counseling

Islamic guidance and counseling basically departs from the concept of Guidance and Counseling. So for
understand Islamic Guidance and Counseling must know the meaning of guidance and counseling. The
word "guidance" in English terms guidance the form of the verb is to guide which means to show. Thus,
guidance is a giftassistance to individuals so that individuals can get to know himself and can enjoy the
happiness of life. Guidanc as a process of assisting individuals with understanding himself and his world.

According to Prayitno and Erman, guidance is a process providing assistance to experts

people who are guided to have the ability to independent. So, guidance is the provision of assistance
carried out by people who are experts in their fields to clients as a beneficiary.

According to Bimo Walgito, guidance is assistance or assistance provided to individuals or group of

So guidance is a great help given to individuals to achieve inner well-beinglive his life.

What is Islamic Counseling Guidance ?

Islamic Counseling Guidance is a study program that studies the concept of counseling and education
related to the character, intellectual, and psychological aspects of guidance participants through an
Islamic approach. Generally this knowledge is applied starting from the school level to the community.

What was learned?

Islamic Guidance and Counseling is a science that understands and masters various concepts and
approaches to Islamic Guidance and Counseling, and has the intellectual capacity to understand
psychological problems of individuals, groups (community) and society at large.

A total of 120 master's-level counseling students were given the Foreign Language Classroom Anxiety
Scale and the Counselor Self-Estimate Inventory. Significance was found for all 3 hypotheses:

(a) nonnative English-speaking students have significantly more language anxiety than native English-
speaking students,
 (b) nonnative English-speaking students’ language anxiety was negatively correlated with counseling
self-efficacy, and

(c) native English- and nonnative English-speaking students significantly differed in their perceptions of
counseling self-efficacy.

Textbook-based teaching commonly used in the ELT context in Indonesia results in a hard stimulation for
students to speak more since the focus is reading skills. Activating peers' activities through English peer
counselling in teaching speaking is one of the effective ways to promote students’ confidence and
motivation in speaking. It is an activity conducted by peers that focuses on developing fundamental
skills, especially speaking. This research aims to know the students' thoughts about English peer
counselling toward their confidence and motivation in speaking.

This research is qualitative research with a case study design. The researcher used a questionnaire as an
instrument to collect the data. The questionnaire was given to 115 students of the English Education
Program who joined the activity. The result shows that the first indicator reached 58,1%, which belongs
to the neutral category. In comparison, the second indicator reached 91,4%. The final score for indicator
one and indicator two was 79,8%. It indicates that students positively perceive English peer counselling
to engage their speaking confidence and motivation. The activity encourages students to be more active
in small conversations and discussions. They have better confidence in talking to their peers, which also
gains their motivation. Similar research about English peer counselling for different skills, e.g. reading,
writing, and listening, is highly possible to conduct.

BAB II

1. INTRODUCTION

Encouraging students to speak is a challenging effort in EFL teaching in Indonesia. Even though the
students have been at a higher education level, they still feel shy, lack vocabulary, and are afraid of
making mistakes (Nurlita, 2018). Ur (1996) and Abdullah et al. (2019) stated thalspeaking involves the
active use of language to express meaning. Therefore, students need to be encouraged in their
confidence and Motivation to speak English. An effective strategy needs to encourage students,
especially higher level ones. One strategy suitable for the development phase of higher education level
is peer counseling. Peer counseling tends to have higher possibility of being applied because the higher
education level students believe their same-age friends.

Many teenagers feel that adults cannot understand what they feel. This situation often makes them an
exclusive group because they believe that only fellow teenagers can understand each other. Besides
that, Bett (2013) argues that peer counseling can be a booster of good relationships between peers,
which can help the development of teenagers' social aspects usually.

Furthermore, Wang (2006) assumes that it will raise their confidence and Motivation to build
networking and communication with other people. In some cases, peer counseling is used to give
counseling and maintain mental health for university students, as Prince (2015) studied. In addition, Britt
et al. (2015) said that peer counseling could be used to help manage the financial stress of college
students. Other than that, the research conducted by Njeru (2020) shows that peer counseling can be
used to maintain the discipline and academic achievement of secondary school students. Even though
peer counseling can increase the academic achievement of higher-level students, no peer counseling is
used to motivate and engage English students' speaking confidence, as identified from previous studies.
Therefore, it is needed to determine the effectiveness of peer counseling for college students' English
speaking confidence.

Peer counseling is the alternative for adolescents' need to identify problems and find solutions with
their peers, especially in building English-speaking confidence and Motivation. His/her proficiency in
speaking strongly supports the ability to produce talk.

Bailey (2005)states that speaking is a process of interaction where speakers intend to build meaning
through producing, receiving, and processing information. It is a skill to use language appropriately to
express someone's ideas, opinions, or feelings to give or get information and knowledge from other
people who communicate. There are three essential aims of speaking. They are to inform; the speaker
wants to share ideas, information, process feeling or opinion to the hearer and give knowledge as well in
a particular purpose, to entertain; the speaker wants to make the hearer feels happier with the material
which is selected primarily based on their entertainment value, and to discuss; the speaker wants to
discuss something because the purpose of speaking is to make some decisions and planning (Tarigan,
2008).

Gilakjani (2016) further defines that speaking deals with some aspects which build a comprehensible
input for the listener, e.g., pronunciation, fluency, grammar, and comprehension. While Nirmawati
(2015) argues that the ability to speak is difficult to be improved if the speaker has the lack of
Motivation and confidence to produce the idea.

To assist English speaking proficiency, peer activity can be conducted for learners in the context of a
class project or independent activities. (Brunello (2010) informs that peer activity could be an effective
organizational medium for encouraging, clarifying, and guiding students' participation in planning
academic and social classroom activities. At the same time, Duys (2000) and Mashudi (2020) found that
peer counseling programs contribute to a significant improvement in self-confidence and Motivation. In
terms of self-confidence, an internal sense or belief exists in an individual that convinces them that the
individual can complete a task or goal in his life (Rahmawati et al., 2019). In line with this, another
opinion states that self-confidence is a prerequisite for a beautiful and productive relationship because
confidence can instill certainty in individuals in doing something (Azmandian, 2010).

Another opinion from Harmer (2001) said that with peers is easier to share material, speak quietly, and
less informally. This is reinforced by Backlund et al. (2015), in his opinion, and self-confidence is the
ability that an individual has to achieve goals in doing a job well. Individuals will find self-confidence and
self-esteem along with the emergence of assertive behavior. In line with this opinion, other experts
state that assertiveness training can be of great use for self-development. Individuals with assertiveness
skills will demonstrate honesty and effective communication, can increase self-awareness and increase
self-confidence (Bishop & Verleger, 2013).

These self-confidence and motivation senses will be encouraged through English peer counseling
activity. English peer counseling is an activity that focuses on students' confidence and Motivation to
speak. In English peer counseling, they can discuss possible solutions, and they also could have more
sharing about their English proficiency. The students can interact, ask a question, and elaborate on the
topic with peers more frequently. Peer counseling appears with the peer support concept started in
1939 to help alcoholics (Carter, 2005). In that concept, it is believed that individuals whoever addicted to
alcohol and have successful experiences overcoming the addiction can be more effective in helping
other individuals who are trying to overcome alcohol addiction.

From year to the concept, year of peers continues to penetrate several settings and sound issues in
academic and non-academic contexts. According to Carr 1981 (Suwarjo, 2008), peer counseling is a way
for the students (teenagers) to learn how to pay attention and help other teenagers and apply it in daily
life. It is a variety of helpful behavior performed by non-professional individuals trying to help others.
Tindall & Gray (1985), peer counseling includes valuable relationships done individually (one-to-one
helping relationship), group leadership, discussion leadership, giving considerations, tutorials, and all
human interpersonal activity to help or help. Peer counseling is a form of psychological education,
intentional and systematic. It allows students to have the skills to use implemented experience of
independence and the ability to control one, which is very meaningful for young people. In particular,
peer counseling does not focus on content evaluation but process thinking, feeling processes, and
retrieval process decisions.

Therefore, peer counseling contributes to having the substantial experience teenagers need, namely
respect, Motivation, and confidence. Peer counseling is considered necessary because most teenagers
talk about problems with peers than with parents or teachers at college. This study aimed to find out
students' perspectives toward peer counseling activity in learning English to increase their confidence
and Motivation.

The purpose

The purpose of this study is to identify the factors that affect the students motivation of Non-English
student’s of Teacher Training and Education Faculty (FKIP), Universitas Abulyatama. It also aims to
evaluate which of the subfactor of motivation gives more impact towards thestudents learning. The
study utilized the qualitative research methodby incorporating the questionnaire which consisted of 2
factors of intrinsic motivation and 3 factors of extrinsic motivation where each of sub factor consisted of
10 questions. The questionnaire was in the form of Likert Scale. The sample was 50 students from
different major of FKIP that was chosen by using purposive random sampling. The data from the
questionnaire was analysed by using statistical procedure and explained descriptively. The finding
showed that the extrinsic motivation was more contributive towards thestudents’ motivation (39, 66)
compared to intrinsic factor (36, 65). The result also showed that two sub factor of extrinsic motivation;
quality of the lecturer and teaching learning (40, 2) and the supporting learning facilities (39, 6) were
two dominant factors that can improve the students motivation. Thus, This result gives the the
implication on what should be consider in the language learning especially in learning English. As such,
the quality of the lecturer and the learning facilities should be improved as it will increase the students
motivation in the language learning.

Thi research is motivated by the background of the lack of enthusiasm in learning, passivity in the
learning process, shame in conveying what is in his mind, etc. in addition, students do not achieve the
expected competencies in each meeting. Based on the background of the problem, the formulation of
the problem is how much is the contribution of motivation and interest in learning to the ability of the
english speaking of the Guidance and Counseling Students,(BKPI) IAIN SAS BABEL? The type of the
research used is quantitative research with descriptive-correlational research approach. The sample of
the study were 79 students. The research instrument is a questionnaire. Hypothesis testing is done using
simple and multiple linear regression formulas. Based on the results of data analysis, the results of
multiple regression analysis variables X 1 and Variable X 2 on variable Y shows that Tcount of motivation
and interest in learning

Chafter 3

ESP for BKPI

English Learning Tips for Beginners to BKPI

six ideas to help beginners learn English faster

1. Listen to English every day

Listen to English radio.

Watch English TV.

Go to English movies.
2. Make an English/ESL friend

Make up conversations.

Practise dialogues.

Use beginner textbooks.

3. Read English stories

Start with children's books.

Try ESL readers.

Read advertisements, signs and labels.

4. Write down new words

Start a notebook for new words.

Write words in alphabetical order (A, B, C).

Make example sentences.

5. Keep an English diary

Start with one sentence.

How do you feel?

How is the weather?

What did you do today?

Write another sentence tomorrow.

6. Visit an English-speaking country

Stay with an English family.

Hear native speakers talk.

How to Learn English

This page is for people who already know some English, and can read a page like this written in basic
English.

Where do I start?

Why do you want to learn English?

Before you begin, or go back to, studying English, ask yourself one question. Why do I want to study
English? Is it because you want to, or because someone else wants you to? Like every decision in life,
studying English must be something you want to do.

Set goals
If you know why you want to study, setting goals is easy. For example, maybe you want to travel to an
English-speaking country. Great. Your goal might be to learn "Survival English". Perhaps you already
know many useful phrases, but you want to improve your listening skills and pronunciation. Whatever
your goals are, write them down.

Make an agenda

How long do you need to study to achieve your goals? This answer is different for every student. The
important thing is to be realistic. If you work 60 hours per week, don't plan on spending another 40
hours a week studying English. Start off slow, but study regularly. Use material that is challenging, but
not too difficult. Find out what works for you. After you have studied for a few weeks, adjust your study
schedule accordingly. Do you study best at night, or on the bus on your way to work? Do you like to
study alone in a quiet place, or with friends and background music? Click here for a sample 4-week self-
study agenda.

Make a commitment

Learning English requires a lot of motivation. Nobody is going to take your attendance when you aren't
in class. If you are sure you are ready to begin studying, make a commitment. Click here to sign a
learning contract with yourself.

Have fun learning English!

The things we do best in life are the things we enjoy doing. If you aren't having fun learning English,
you're not studying the right way! You can be a serious student who has fun at the same time. Make up
your own rewards program to give yourself incentives to stay on task.

Study a Balance of the Four Key Skills - listening, speaking, reading, writing

Most students want to communicate better in English. If this is one of your goals, it is important to study
a balance of the four major skills. Listening, Speaking, Reading and Writing are the main (macro) skills
you need to communicate in any language. Being very good at only one of these skills will not help you
to communicate. For example you need to be able to read well before you can write well. You also need
to be able to listen before you can speak. It helps to think of these communicative skills in two groups.
INput <<<

Listening (in through your ears)

Reading (in through your eyes)

OUTput >>>

Speaking (out through your mouth)

Writing (out through your hand)

It's simple. Think of it this way. First you have input. Next you have output. First you listen to someone
ask you a question. Second you speak and give them your answer. First you read a letter from someone.
After that you write back to them. These are examples of communicating.

Input and output don't necessarily go in a specific order. Sometimes you speak first and then you listen.
Sometimes you write about something you hear. During communication, the person you are
communicating with uses one of the opposite skills. Therefore, in order to understand each other,
everyone must be skillful in all four areas.

Some students want to know which skill is the most important. Since all of the skills rely on each other,
they are all important. However, to communicate we do use some skills more often than others. For
example, about 40% of the time that we spend communicating we are simply listening. We speak for
about 35% of the time. Approximately 16% of communication comes from reading, and about 9% from
writing. These statistics are for an average communicator in English. Depending on someone's job or
situation, these numbers may vary.

Each of these main skills have micro skills within them. For example, pronunciation is a type of speaking
skill that must be practised in order to improve communication. Spelling is a skill that makes
understanding the written word easier. Grammar and vocabulary are other micro skills. Micro doesn't
mean they are unimportant. Macro skills such as listening are very general, while micro skills are more
specific. More about input and output

For the best results, create an agenda that combines all four areas of study. Allow one type of studying
to lead into another. For example, read a story and then talk about it with a friend. Watch a movie and
then write about it. This is what teachers in an English class would have you do, right? EnglishClub.com
has lessons in all 4 key skills (and all minor skills), as well as many outside links to help you study further
5 Tips for Learning English

tips and ideas on the best ways to learn English faster

my catMy cat speaks English

Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat
tell me these things? I don't speak pussycat language.

1. Don't be afraid of grammar

Grammar is for communication

Sometimes students get obsessed with grammar. This is especially true for students who grew up with
strict grammar schooling. Remember that you only study grammar in order to communicate. Practise
with a few exercises, then write an essay or have a conversation and try to use your new tools.
Isolate your weak points

Don't waste time on grammar exercises that you already understand just because they are easier for
you. Concentrate on grammar that is difficult for you. If you are unsure of where your problems are,
write a few short essays or paragraphs and ask a teacher to circle repeated errors. Then you can look up
your problem and practise it.

Teach grammar points to a friend

Find a friend who studies at a lower level than you. Teaching will force you to remember the rules and to
understand them properly. Try preparing a worksheet for your friend.

EnglishClub Grammar

Grammar is your friend

2. Improve your homework skills

Stay organized. Keep separate notebooks for exercises, writing, and vocabulary.

Use a pen that you love.

Study in short, regular periods.

Allow a short amount of time for review.

Study in a place where you feel happy and comfortable.

Don't allow distractions. Consider email, TV, and the telephone (unless in English) off limits while you
are studying.

Have a drink and snack handy so that you don't have to get up.
If you study in pairs or groups, make an English-only rule.

3. Visit an English-speaking country

Take a language holiday.

Stay with a homestay family.

Learn from native English teachers.

Gain access to English culture.

Get a part-time job.

Volunteer.

Make native English friends.

Make friends with people from other countries.

Become more confident.

Hire a tutor.

Offer language lessons/swap in your own native tongue.

4. Prepare for a standardized test such as TOEIC or TOEFL

Qualify for a better job in your country (TOEIC).

Get accepted to an American college or university (TOEFL).

Use guided-study text books.

Study a broad range of whole language.

Track your improvement easily (test scores).

Learn idiomatic language.

Learn business English (TOEIC).

Improve your vocabulary quickly.

Take classes and get access to many listening exercises.

Learn and practise proper essay format (TWE/NEW TOEFL).

Become a grammar expert.

Improve your general knowledge.

5. Have fun with English

Have an English-only evening once a week. Cook in English (rewrite your recipe in English) or watch
English movies.

Write an English love letter. (If your loved one doesn't understand English that's even better!)

Write English limericks. (These are excellent and simple for writing, pronunciation and rhythm practice.)

Rewrite fairytales, jokes or instructions in English.

Go online and find the lyrics to your favourite English songs and sing along to them (use a search
engine).

Invent an English character for yourself (with job, family, etc). Write this person's biography.

Buy an English board game (like Monopoly, Scrabble or Word Up).

Play cards in English.

Start up or join an English reading or conversation club.

Talk to yourself in English while you clean or do the dishes.

Go around the house and try to name everything in English (furniture, clothes etc). Look up words you
don't know.

Spelling Rules

Writing (and therefore spelling) is a representation of the spoken word. The spoken word is not a
representation of writing. Because accents and pronunciation can change easily and quite quickly,
whereas what is written in books and dictionaries remains "fixed" for years, as well as for various
historical reasons, there is often little correspondence between spoken English (pronunciation) and
written English (spelling). English spelling therefore often appears to be totally illogical. The following
rules can help you to decode the mysteries of English spelling. But remember, even the best rules have
their exceptions.

Adding -er/-est

quick, quicker, quickest; happy, happier, happiest; hot, hotter, hottest

Adding -ing/-ed

work, working, worked; stop, stopping, stopped

Adding -ly

loud, loudly; happy, happily; terrible, terribly

Adding -s

dog, dogs; church, churches; wife, wives

-ible or -able

accessible, visible; dependable, networkable

-ie- or -ei-

friend, fiend; feint, freight

The most effective way of learning English is :

One of the best ways to learn English fast is to speak with other people. When you talk with others, you
have to practise the grammar that you know. Whether you speak with other learners or native speakers,
you can ask them to correct your grammar. You will find that most people are willing to help you as you
learn.

7 Simple Ways to Learn English Effectively

Learning English as a second language can be a challenging task. But once you get the hang of it, every
effort and time you spend studying the language will be worth it. By being fluent in English, travelling
will be more fun. Also, you don’t have to wait for the latest best-selling book or Hollywood movie to be
translated in your native language to enjoy them. To help you in this endeavour, here are some practical
tips on how to learn English effectively.

1. Study phrases not words

When you study English, or any language for that matter, you shouldn’t learn individual words because
memorising them makes no sense without context. Instead, you should study whole phrases. Memorising the
meaning of words is much easier if you know what they mean and how they are used in a sentence.

2. Learn by listening

While reading textbooks can help you learn the English language, you mustn’t rely solely on them. Textbooks
are great for teaching you about grammar and vocabulary, but they may not be too much of a help when it
comes to carrying out a conversation. If you want to learn how to speak English, learn by listening and not by
reading. By listening more, you’ll be able to learn useful vocabulary and grammar without even realising or
memorising them.

3. Get a placement test

Finding out your current English proficiency level is crucial before you embark on any learning plan as it will
determine the type of program you should follow.

For e.g. A comprehensive English program if your level is around Intermediate level or lower and a
customised learning plan for Upper-Intermediate level and above.

You can easily find out your level with us, click here for a free placement test

4. Prioritise quality over quantity

When it comes to learning any language, it’s all about quality over quantity. Instead of learning dozens of
new words in a short time, you should focus on learning one word and repeating it dozens of time. This
prevents you from suffering from information overload. In addition, this strategy allows you to place the
meaning of words and phrases deeper into your brain. As a result, you won’t forget them easily.
5. Learn grammar with “point of view” stories

One of the best ways to learn grammar is to listen to short stories told in various tenses. This will help you
improve your English grammar automatically and more naturally. For example, if a story starts with “I don’t
like banana but I want to eat one,” the other story should be “I didn’t like bananas but I wanted to eat one.”

6. Listen and answer, not listen and repeat

If you want to improve your English, don’t use the strategy used by English textbooks, which is to “repeat
after the speaker.” Instead of mindlessly parroting the words or phrases spoken by the speaker, you should
answer questions asked. For example, if you’re listening to a podcast or video, pause it every 20 to 30
seconds and create a brief summary of what has been said.

7. Take an online lesson

There are many online courses available on the internet. A quick search in google will show you a list of
training providers. However, it can get quite costly if you are fully dependent on the 1:1 Skype lessons to
improve.

One way to cut cost is to supplement your lessons with an online self learning English program. Overall you
enjoy cost savings of more than 50% using the online program to supplement your ongoing classes.

At English Express and other Crystal Learning language schools, we see language, first of all, as a tool.

Every small improvement makes a difference immediately. You may never be perfect, and that’s ok. Even
native speakers make mistakes. But as you become more confident in your ability to communicate in English,
you’ll see the benefits.

We strongly believe that confidence is built through doing. That’s why our teachers will always encourage
you to take the next step. Speak out, and try to speak out faster.
Practice and application are more important. To improve your conversational skills in English, you need to
“do more” and “understand less”. That’s why we focus on practical topics that you can apply at the office the
next day