A PROJECT-BASED APPROACH
TO TEACH ENGLISH FOR PERFORMING ARTS STUDENTS
AT INSTITUT SENI INDONESIA YOGYAKARTA
Prima Dona Hapsari
Institut Seni Indonesia Yogyakarta
(English and Higher Education in Indonesia – British Council Jakarta, March 12th, 2015
The Current Issues in Higher Education
ISI Yogyakarta as an art institute provides the
academic challenges of innovation for an art
education in Indonesia.
ISI Yogyakarta serves scholars, academicians,
and art experts to be involved in supporting the
art education.
Collaborative programs initiated with some
overseas partners have been successfully
developed.
The Outline of English Language Teaching
Hopes
Strategies
Achievements
Need Analysis
The importance of needs analysis
to analyze the needs of students of Performing Arts
To be reputable art experts on performing arts,
International art researchers, etc.
To be able to perform and exhibit their potential skills
To have more complete and influencing materials in
learning English, such as individual and group
projects, self-internet access, and library study.
Strategies
The classification is generally presented in a tree diagram as in figure 1 (taken
from Robinson, 1991: 3-4)
EOP
Pre-experience
Simultaneous/In-service
Post-experience
ESP
For study in a specific
discipline
Pre-study
In-study
Post-Study
EEP/EAP
Independent
As a school subject
Integrated
Figure 1. ESP classification by experience
English for Specific Purposes
The core question of ESP should be: “why does
this learner need to learn a foreign language?”
The main element of learning English is the
‘purpose’ why the learner is learning the
language.
ESP is an approach to language teaching in which
all decisions as to content and method are based
on the learner’s reasons for learning.’’
(Hutchinson and Waters, 1987:19)
ESP
Variable characteristics:
• ESP may be related to or designed for specific disciplines;
• ESP may use, in specific teaching situations, a different
methodology from that of general English;
• ESP is likely to be designed for adult learners, either at a
tertiary level institution or in a professional work situation.
It could, however, be used for learners at secondary school
level;
• ESP is generally designed for intermediate or advanced
students. Most ESP courses assume basic knowledge of the
language system, but it can be used with beginners.
ESP and GE
Learners
ESP – specially designed for (working) adults
GE – specially designed for high school students
Aims
ESP – the objective is to meet the needs of particular learners
GE – to improve overall English competence involving a range
of skills (reading, writing, speaking, listening, vocabulary,
grammar, pronunciation, etc.)
Concerns: sphere of interest
ESP – to design suitable courses for different types of groups of
learners in accordance with their needs
GE – designing courses targeting vocabulary work, spelling,
grammar, pronunciation, language function, etc.
A Project-Based Approach
Project Based Approach is being implemented
more often in foreign language classes.
These projects provide opportunities for
students to engage with the language
authentically.
It is also a chance for students to use their
language skills while researching and presenting
the final product.
A Project-Based Approach
An engaging presentation of the project that grabs student
interest.
Academic rigor and alignment with standards with a focus on
content and skill mastery.
A product that demonstrates knowledge and skill in which
students show evidence that they have mastered the standards
and objectives of the project.
Applied learning so that students think and do something new
with their knowledge or skills.
An authentic audience that helps to keep the process and
product focused on authenticity.
High-quality products or performance at the end of the project
that demonstrates the results through applied knowledge and
skills.
Students’ Project
The purposes:
1. To get to know in details on the process of
making the English language project
2. To have more broaden understanding and
sights on English as an International language
3. To assist students to be more self-confident
and to explore their potential skills
4. To get actively involved on the current issues
and problems of performing arts
Conclusion
The appropriate approach in English language
learning for performing arts students at ISI
Yogyakarta is ESP= EOP+EAP.
The aim of the learning is to assist students
being the International expertise on performing
arts or art researchers.
Learning English by doing the projects is more
receptive and valuable for students’ language
achievement.