A K (Plus One) ARDS Modular Model to Improve Non-English Department English Teachers’ Competences in a Higher Education

In the workforce nowadays anyone can work from anywhere, which means changing the nature of traditional work, where traditional boundaries are replaced with more skilled and mobile talents. Thus the ability to adapt to change and continuously make changes in the career is badly needed.

This will make a crucial difference in surviving in the workforce. When anyone does not accept learning, unlearning, and relearning, it is quite obvious that he/ she will get less opportunity in getting a job or in acquiring new knowledge, for instance. A procrastinator of a change will quickly be unable to find his place a world. In addition in the globalization era, which makes the world become smaller and smaller, the need of good education and the mastery of an international language is a must. A country whose people are well educated will for sure become one of the leading countries in the world.

Developed countries are counted here. As a not yet developed country, however, Indonesia needs more and well-educated people to develop it. Therefore higher education becomes a driving force for national development. As one of the international languages, English continues to dominate as the lingua franca of business, media, technology, medicine, education, and research. Warschauer [16] therefore noted that “They (A large and increasing number of people) will need to be able to write persuasively, critically interpret and analyze information, and carry out complex negotiations and collaboration in English”.

The above rationale turns out to be the reasons why the teaching and learning English in higher education needs to be developed to produce professional and qualified people. Since English is not their major, it is taught as an ESP (English for Specific Purposes).

ESP or EAP is driven by learners’ needs; therefore the first step to identify the needs is by conducting need analysis. It is a process for identifying and defining a valid curriculum in order to facilitate learning in a situation that is related to the students’ real life [6]. This paper will therefore use the needs analysis to develop an instructional model for non-English department English teachers in a higher education to improve their competencies. The following questions are the formulation of the problem which will be answered throughout and by the end of conducting the needs analysis: 1) How is the model developed?, and 2) What does the model look like?.

Name : Fransisca Endang Lestariningsih

Source : https://media.neliti.com/media/publications/238066-a-k-plus-one-ards-modular-model-to-impro-92fe4253.pdf