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English for specific purposes curriculum evaluation from the social semiotic perspective

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 4 (2024) · hlm. 2719–2730

DOI
10.11591/ijere.v13i4.28014
ISSN
2620-5440, 2252-8822
Terbit
2024-08-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

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  • State University of Semarang
  • Politeknik Ilmu Pelayaran Semarang
  • University Elmergib
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Rekan penulisOrganisasiArtikel bersama
Sri Wuli FitriatiState University of Semarang19
Djoko SutopoState University of Semarang15
Dwi Anggani Linggar BharatiState University of Semarang15
Mursid SalehState University of Semarang14
Widhiyanto WidhiyantoState University of Semarang8
Issy YuliasriState University of Semarang6
Warsono WarsonoState University of Semarang6
Zulfa SakhiyyaState University of Semarang6
Suwandi SuwandiState University of Semarang5
Henrikus Joko YuliantoState University of Semarang5
Ahmad SofwanState University of Semarang3
Rudi HartonoState University of Semarang3
Suwandi SuwandiState University of Semarang3
Hendi PratamaState University of Semarang3
Rudi HartonoState University of Semarang2
Zulfa ShakiyyaState University of Semarang2
Frimadhona SyafriState University of Semarang2
Sri WahyuniState University of Semarang2
Siti MujahadahState University of Semarang2
Ivvon Septina BellaState University of Semarang2
Rini Susanti WulandariAfiliasi tidak diketahui1
Zumala HusnaState University of Semarang1
Hanum BestariState University of Semarang1
Ulya RosyitaState University of Semarang1
Abdelbaset Mohamed WajejUniversity Elmergib1
Arsianti Dewi Kilas Sinar NuraniState University of Semarang1
Djoko SoetopoState University of Semarang1
Riski SafitriState University of Semarang1
Nanda LahitaState University of Semarang1
Khomsa BintanaState University of Semarang1
Muh Imam ShofwanAfiliasi tidak diketahui1
Rajif Alif RuansyahState University of Semarang1
Firman WicaksonoAfiliasi tidak diketahui1
abdulhakim faraj alowalidAfiliasi tidak diketahui1
Uju UjuAfiliasi tidak diketahui1
Dwi Anggani L.BState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">English for specific purposes curriculum evaluation from the social semiotic perspective</dc:title>
	<dc:creator>Sari, Latifa Ika</dc:creator>
	<dc:creator>Rukmini, Dwi</dc:creator>
	<dc:creator>Faridi, Abdurrachman</dc:creator>
	<dc:creator>Mujiyanto, Januarius</dc:creator>
	<dc:subject xml:lang="en-US">Authenticity; Communicative competence; Curriculum evaluation; English for specific purposes; Multimodality; Social semiotic</dc:subject>
	<dc:description xml:lang="en-US">This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed. </dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-08-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/28014</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i4.28014</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 4: August 2024; 2719-2730</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/28014/14027</dc:relation>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/downloadSuppFile/28014/4971</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>