TEACHING ESP THROUGH DIGITAL ENGLISH FEATURE PROJECT AND DIGITAL

SELF ASSESSMENT RUBRIC

Difiani Apriyanti
Doctoral Student, Corresponding Author, Universitas Negeri Padang
difi.apriyanti@gmail.com
Hermawati Syarif
Professor in Linguistic, Universitas Negeri Padang
hermawati_sy@yahoo.com
Syahrul Ramadhan
Professor in Language Teaching Pragmatics and Sociolinguistics,Universitas Negeri Padang
syahrulramadhan.632@gmail.com

Abstract
Abstrak harus mencerminkan keseluruhan substansi isi artikel dan mampu membantu
pembaca untuk menentukan relevansinya dengan minat serta memutuskan apakah akan
membaca dokumen secara keseluruhan. Abstrak berisi pernyataan tentang latar belakang
masalah, fokus masalah, langkah atau tahapan penting penelitian, serta temuan dan simpulan
utama. Abstrak ditulis dalam 2 bahasa (Inggris dan Indonesia), dalam 1 paragraf, jarak 1
spasi, dan dengan jumlah antara 150–200 kata.

Keywords: ESP, Feature Video, Digital, Rubric

INTRODUCTION
Social Media has been used by the users to show their self estem, self-prestique, and
self existence. They upload pictures, photos, videos, and share their thoughts and feelings,
and share it to the world. Most of them use smartphone for doing it, therefore, users’
account is uptodate. Furthermore, captions are performed in unique ways since advance
smartphone technology has various filters. It is really effective and efficient using it.
Nowdays, the users of smartphone are not only adults and teenagers, but has reached
children. Accessing it has become part of their life since it is fun. It is common to see
students updating their status in the same time they are studying in the class, or an
employee who uploading her pictures in the seminar room while the seminar is ongoing.
Thus, smartphone used must be controlled in interfering someone’s concentration.
Actually
For students, they follow the booming videos like video blg (vlog), video challenge,
video tutorial, and video hoax and make it without considering the time. There is a
possibility to see students updating their status in the same time they are being in the class.

the time a student updating their status in the same time

. Actually it can give negative effect if it is done during working hours and school hours. S

Students like making videos when they have a good spot or being with their friends without
considering their surrounding. They are imitating the booming video like video blog (vlog),
video challenge, video hoax, video tutorial. .
It is common to see students’ uploading their caption on their account at the same
time their teacher is in their classroom. It means that the students did it during study hours.
Actually, teachers of this era can get benefits from this situation.They can create
learning activities by involving picture, photo, and video capture and also social media.

information on the users’ account is and before showing to public, those media are
editted by using various application provided in smartphone. The more h

To compete in eraIndustry 4.0 is known as time for improving human resources. In this era,
which is known as industry 4.0, it is it is important for everyone to improve improving
human resoures is an indeed. People are competing to each other, showing their self in
different parts based on their willing, talent, or just for fun or identity status. It can be seen
that technology is used constantly and frequently. The eager to know, understand, and
involve in it is high. People tend to do something effectively and efficiently which brought
a good result. It has become part of people life.
Without we realize, actually the used of technology has been started since at home.
Children even toodlers know how to operate their mom smartphone or play game in their
father laptop. They just watch and pay attention on what their parents did, and then explore
by themselves. Students are busy uploading their status, pictures, and video by modified it
using provided applications in their smartphone or parents’ computer, which sometime their
own parents do not know how to do it. They are busy with exploring new information,
ideas, and getting entertainment from all socia media and applications which can be
acessed easily and free.
Presently, it can be seen that life digital video is booming, although it is in a very
short duration, or it is a video of imitating someone, or even a video of recording their
friend just for flattering.
Not only students of non English Department that must learn ESP, but also the
English Department students. They must acquire and comperence in English of different
field. By having a project which is creating or making digital feature in English, they are
learning new English terms, words, utterances which are based on the field.
Based on Facruddin (2012), there are several types of video feature. They are
Profile Feature, Historical Feature, Seasonal Feature, Interpretative Feature, Tips Feature,
and Science Feature. Fields which are interested by the students, can be applied in one of
these features. Profile Feature presents about important part of someone life. While
Historical Feature, it presents the important date of important events. Experential Feature
usually present an interesting and amazing story of someone experience, and Seasonal
Feature presents the new trends ocurred inside the society presently. Interpretative Feature
presents description and explanation of a topic which has been broadcasted. Tips Feature
presents a guidance for the viewers to do something, and Science Feature presents
something which is related with science. For Travelogue feature, it presents a place for
travelling by exposing the potential objects, and Cilinary Feature which presents
traditional food or specific food which is good to be known by people.
From the types of feature above, English knowledge can be extended to other field
by creating an English feature. For example, students who want to relate their English
knowledge with History Field can create an Historical Feature such as an English feature
of Indonesia Independence Day, or students who want to relate their English with
Mechanical Engineering Field can choose Science Feature such as English Feature of
Making Pipe from Pineapple Leaf Fiber. By uploading their feature to blog, social media,
and youtube, their digital feature can be accessed to be watched by many people.

Though, there are also video of introducing or promoting a product or just an idea
through their creativity and high confident. With their happiness, they upload it wheather in
their own social media account such facebook, instagram, twitter, line, or in their personal
blog. Hoping to be watched, get viewers, and comment are sometimes their expectation. In
can be seen that this condition in this era has made people cannot be apart from digital
activities. This creativity and curiousity must be supported to be developed in a good way
or direction, and schools have a big role in it in order to be beneficialy for them later on.
Actually, teachers can use this condition by giving activities related to digital which
motivate them in doing it.
English Department of Politeknik Negeri Padang has applied Digital Feature Project
to be conducted by their students during learning ESP (English for Specific Purpose). As
Douglas (2017) said that teaching English is different from teaching ESP in which the
teachers must analyze what the students would be required to use English for in the target
situation and how might best learn .
As a vocational institution which is located in Padang of West Sumatra, preparing
the students in different kinds of English field is a must. Therefore, learning process of ESP
must full of creativity. Actually, some studies have been conducting for ESP learning such
as using textbooks published abroad for ESP learners (Medrea and Rus 2012) or conducting
English centre for ESP (Saliu and Hajrullai 2016), but none have applied digital feature
project.
Digital Feature Project is a kind of Project Based Learning (PBL) which gives the
students direct experience. In the project, students will get a case and know their position
to solve or to be in that case (Amamou and Cheniti-Belcadhi 2018). The project must be
related with introducing, preserving, increasing, promoting Padang or West Sumatra,
therefore the project does not only influence students’ ESP competency, but also give a big
value or advantage to someone, something, or somewhere.
In conducting the digital feature, they must use or apply their English through being a host,
a narrator, or from writing script. Since it is digital feature, viewers can watch the feature
from the students’ blog, their own social media account such as facebook, instagram, twiiter
and line, and/or from youtube. Moreover, these activities, which are producing, video
blogging, and publishing , based on Bloom’s Digital Taxonomy are in level creativity (the
highest level) which is suitable for college, university, or higher institution students.
Moreover, it also means that they are being prepared to enter the world of digital
broadcasting which is determined by International Telecommunication Union (Prayudha
and Rustam, 2013). Each student tool different field to develop their ESP, and this article
took one of student digital feature project which related her English with ESP of
Environmental Enginnering. The English competency of ESP in Enviromental Engineering
is described based on digital sellf assesment done by the student.

METHODS
This research is a descriptive research. It describes the students’ competence in English
for Environmental Engineering field. The data is gotten from the digital self assesment. The
digital rubric which was made by the teacher consists of competence and not competence of
the students in knowing English words and terms of environmental engineering field,
pronouncing English words an terms of environmental engineering field, writing structural
and grammatical sentences related to environmental engineering field, using structural and
grammatical utterances related to environmental engineering field, getting knowledge related
to environemntal engineering field, broading the mind of environmental engineering field.
Fachruddin (2014), Wibowo (2007), and Sumira & Wahyuni (2018) mention three
procedures which must be followed by the students in producing a video feature. They are
pre-production, production, and post production.
1. Pre- Production
All planning and preparation for the whole digital feature are carried out in pre-
production. There are several stages that must be done in pre- production.
1.1 The formulation idea
Finding and selecting ideas which are the early stag is done by choosing the interesting
one to be produced and completed by searching data. It is then complemented by developing
the script. Ideas for a feature can be gotten from journalist’s experience, networking or
informant, analyzing media, or from a sudden idea which comes anywhere and anytime.
1.2 Research, observation, Informant
Researching is getting accurate data from sources such as printed book, online book,
television, radio, encyclopedia, or even from someone personal experience. It is then
continued by visiting the place or meet the objects by conducting short interview to confirm
and convince the data. Deciding informant is also done by being selective and determining
the characters (Ishwara, 2016).
1.3 Making plans and structure (sequence and scene)
In this stage, plan about the content of the feature is made. Hard news and soft news are
selected and determined. Then, they are structured so the storyline becomes clear, and script
shooting can be conducted.
1.4 Arrange the list of question.
It is an important to arrange list of questions before shooting process because the
information from the informant is needed to complete the data.
1.5 Prepare host or presenter
A competent host is needed in feature to make the feature more interesting and to attract
viewers’ attention.
1.7 Making and preparing shooting list, shooting schedule, equipment
 Shooting list consists of location, interview session, activities which will be recorded
with camera. Setting up the location and angle for shooting and appointment with the
informant are made, which continued by preparing budget, transportation, tools such as
tripod, microphone, battery, cassette or memory card, and lighting.
2. Production
Production focuses on shooting process. Location is recorded. Pictures and videos for the
feature are taken with the help of the shooting list. Deep interviewed to get data from the
informants is also done to support the feature completion.
3. Post – Production.
All the collected data - such as pictures, video, recorded interview- is selected, then a
feature is made. In post- production, there are activities such as writing script, voice over,
editing, and mixing.
3.1 Writing Script
For a feature, which needs voice over or dubbing, the script is written down and
translation to the target language is carried out. Script is made in a good structure and
grammatical, and understandable.
3.2 Voice or dubbing
The script is then recorded with a clear pronounciation and intonation. It is then
implemented in the feature as a narrator voice over as a dubbing.
3.3. Editing and Mixing
Editing is the process of compiling, manipulating, arranging the re-recording to provide
additional text, pictures, voice that is easy to be understood by by viewers. It then continues
by combining all of videos, pictures, recording informant, voice over (Vo), and music back
sound for feature. The purpose is to make the project into a good video and viewers can enjoy
watching it.

FINDINGS AND DISCUSSION

Untuk memudahkan pemahaman dan pembacaan, hasil penelitian dideskripsikan
terlebih dahulu, dilanjutkan bagian pembahasan. Subjudul hasil dan subjudul pembahasan
disajikan terpisah. Bagian ini harus menjadi bagian yang paling banyak, minimum 60% dari
keseluruhan badan artikel.

Findings
Procedures of Making Digital Feature of Padang Environmental Services
Department Waste Program
 The digital feature is a profile feature. The purpose of conducting this digital feature is
for relating students’ English competence with English for Environmental Enginnering field.
The title of this digital feature is Profile TV Feature of Padang Environmental Services
Department Waste Program which is guided by the student, as the host, using English and the
duration of the digital feature is 10 minutes. In making this digital feature, there were three
procedures that the students did. They were pre-production, production, and post-production.

1.Pre-Production of Digital Feature

The idea of conducting profile feature of Padang Environemental Services
Department Waste Program comes from the ESP teacher who asked the student to relate her
English competence to English Environment Engineering field. After searching, she found
out Bank Sampah program, and took it as her project.
To conduct a good profile digital feature, she watched youtube, and searched more
information (data) about reducing waste from books and internet. She then tried to find
people and places that are related to Bank Sampah program. The name collected were the
head of the department, the landfilled janitor, the rubbishman, and staff of Bank Sampah. She
also went to Padang Environmental Services Department, TPA (landfill) Air dingin Lubuk
minturun, Bank sampah Hidayah Gadut, Bank sampah Limpapeh Minang, and Bank sampah
Andalas Pauh for observation.
Making schedule for conducting interview to the head of Padang Environmental
Services Department, Bank Sampah organizers, landfill worker, and rubbishmen. The
information (data) gotten from all the interview was transcribed into a script and translated
into English. The script was written in que card for the host guidance, since a host must show
broad minded, good character, and nice performance (Latief and Utud, 2015) . Shooting list
together with equipment and script were arranged. The shooting started from Padang Beach,
Permindo street, Padang Environmental Services Department, Landfill Air Dingin, Rimbo
Tarok village, and Bank Sampah in Andalas University.

2. Production of Digital Feature

It is shooting time. The host was ready with her clip on and que card, and the cameraman
was ready with his camera and tripod. The shooting which was based on the shooting list and
scheduled, and during shooting, host guided from the beginning to the end of the feature by
using English.
3. Post-Production
 In post- production stage, the shooting result was editted and mixed using Adobe
Premier Pro CS6. Then it was upload to the student blog, facebook, and youtube. Therefore
the feature can be watched digitally.

Discussion
ESP for Environmental Engineering Field
After conducting the digital video, the student was given digital self assesment form.
The student was asked to gave checklist on competence or not competence options
based on the questions. There was also column of evident where she can write down
the examples.
From 5 questions being asked, she answered competence and yes. She admit that her
English terms or words for environmental engineering improved. She wrote down
around 40 words dealing with environmental engineering like reduce, reused, recycle,
waste, maintaining, treatment, janitor, landfill, materials, rubbish, rubbishmen nature,
bin, clean, decompose, location, policy, regulation, programs, comfortable, strategic,
bottle, can, glass, plastic, product, impact, value, economic, efficient, behaviour,
flowerpot, waste management, creative, useful, and profit.
All those words were being asked to be demonstrated to find out if she pronounced
them correctly or not. The result is she pronounced all the words correctly, and it was
the evident of her chosen answerd ‘competence’
Furthermore, from the self assesment, it is known that she admits that she is
competence in writing structural and grammatical sentences related to environmental
engineering field. She wrote down in the coloum of the of example such as ‘The three
principles of Bank Sampah Program are reduced, reused, and recycled, and many
more. All the writing is correct structurally and grammatically.
The student gave checklist on the competence box for getting knowledge related to
environemntal engineering field and gave checklist on the competence box for
broading the mind of environmental engineering field. She wrote down that she
understood the program of Bank Sampah that is running on her city, and she understand
the process of reduce, reused, and recycle the materials which later will bring financial
profit. She also understands the ending process of rubbish or trash or waste in the
landfill and the environemnt problem in her city. She knows about regulation,
punishment and fine for people who break the rules of waste management. Her feeling
toward nature increase sharply.
Furthermore, she knows places which related to enviromental services such as Padang
Environmental Services Department, Bank sampah (Hidayah, Andalas , Limpapeh
Minang) and TPA Air Dingin (Air Dingin landfield). It means that she have widely
open relation or link with new people from different places. She learnt how to
communicate with people from different background.
In addition, making this feature, she learnt in managing time, taking good
picture, editing and mixing by using some digital applications, being creative, and also
working hard to get the best shooting result.

CONCLUSION
Teaching ESP through conducting digital feature project is the best choice since students’ life
cannot be apart from digital activities. Asking the students to do something that attracted them
will bring a good result. In conducting the topic of the project, choosing the beneficiary is
important. It does not only improve students’ ESP but also gives advantage to the others.
By making a feature, students will be in the real situation and meeting with different kind of
people. It means that not only changes happened to their ESP, but also their peronality.
Becoming emphaty to surrounding and becoming broad minded are two effects from
conducting this project. Therefore, this activity is not ony teaching the students, but also
educating the students to have positve attitude.

UCAPAN TERIMA KASIH

Bagian ini berisi ucapan terima kasih kepada sponsor, pendonor dana, narasumber, atau
pihak-pihak yang berperan penting dalam pelaksanaan penelitian.

DAFTAR PUSTAKA
Daftar pustaka diurutkan sesuai dengan alfabet. Semua yang dirujuk dalam artikel
harus tertulis dalam daftar pustaka dan semua yang tertulis dalam daftar pustaka harus
dirujuk dalam artikel. Contoh Penulisan Daftar Pustaka sebagai berikut.

(Jenis: buku author sama dengan penerbit)

American Psychological Association. (2010). Publication manual of the American
Psychological Association (6 ed.). Washington, DC: Author.

Amamou, Sonia, and Lilia Cheniti-Belcadhi. (2018). “Tutoring In Project-Based Learning.”

Procedia Computer Science 126: 176–85.
https://www.sciencedirect.com/science/article/pii/S1877050918311955.
Douglas, Dan. (2017). “Introducing Needs Analysis and English for Specific Purposes.”
English for Specific Purposes 48: 71–73.
http://linkinghub.elsevier.com/retrieve/pii/S0889490617300108.

Fachruddin, Andi. (2014). Dasar-Dasar Produksi Televisi: Produksi Berita, Feature, Laporan
Investigasi, Dokumenter, dan Teknik Editing. Jakarta: Kencana Prenada Media
Group.

Ishawara, Luwi. (2016). Jurnalisme Dasar. Jakarta: Kompas Penerbit Buku

Latief, Rusman and Utud, Yusiatie. (2015). Siaran Televisi Non Drama: Kreatif, Produksi,
Public Relations, dan Iklan. Jakarta: Kencana. Prenadamedia Group.

Medrea, Nicoleta, and Dana Rus. (2012). “Challenges in Teaching ESP: Teaching Resources
and Students’ Needs.” Procedia Economics and Finance 3(12): 1165–69.
http://linkinghub.elsevier.com/retrieve/pii/S2212567112002912.

Prayudha, Harliantara Harley and Rustam, Andy. (2013). Radio is Sound Only: Pengantar dan
Prinsip Penyiaran Radio di Era Digital. Jakarta: Broadcastmagz publisher.

Saliu, Basri, and Hajrulla Hajrullai. (2016). “Best Practices in the English for Specific
Purpose Classes at the Language Center.” Procedia - Social and Behavioral Sciences
232(April): 745–49. http://linkinghub.elsevier.com/retrieve/pii/S1877042816313349.

Sumira and Nini Wahyuni. (2018). “ The Development of Feature Radio as a Model in
Making Radio Broadcasting Product for English Department Students of State
Polytechnic of Padang. Leksika Vol 12, No 1 (2018).

Wibowo, Fred. (2007). Teknik Produksi Program Televisi. Yogyakarta: Pinus Book Publisher

(Jenis: e-book)
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2005). How people learn: Brain, mind,
experience and school. from https://www.nap.edu/catalog/9853/how-people-learn-
brain-mind-experience-and-school-expanded-edition.

(Jenis: edited book dengan dua editor atau lebih)

Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? New
York, NY: Routledge.
(Jenis: book section)
Sahlberg, P. (2012). The most wanted: Teachers and teacher education in Finland. In L.
Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world:
changing policies and practices. London: Routledge.

(Jenis: buku satu pengarang)

Schunk, D. H. (2012a). Learning theories an educational perspective. Boston, MA: Pearson
Education, Inc.

(Jenis: buku yang diterjemahkan)

Schunk, D. H. (2012b). Learning theories an educational perspective (E. Hamdiah & R.
Fajar, Trans.). Yogyakarta: Pustaka Pelajar. (Original work published 2012).

(Jenis: buku dua pengarang)

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth ed.). Needham
Heights, MA: Allyn & Bacon.

(Jenis: artikel jurnal daring/0nline)

Nurgiyantoro, B. & Efendi, A. (2017). Re-Actualization of Puppet Characters in Modern
Indonesian Fictions of The 21st Century. 3L: The Southeast Asian Journal of English
Language Studies. 23 (2), 141-153, from http://doi.org/10.17576/3L-2017-2302-11.

(Jenis: artikel jurnal tiga pengarang)

Retnowati, E., Fathoni, Y., & Chen, O. (2018). Mathematics Problem Solving Skill
Acquisition: Learning by Problem Posing or by Problem Solving? Cakrawala
Pendidikan, 37(1), 1-10, from doi: http://dx.doi.org/10.21831/cp.v37i1.18787.

(Jenis: artikel jurnal dengan lebih dari 3 pengarang)

Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the black
box of collaborative learning transparent: Combining process-oriented and cognitive
load approaches. Educational Psychology Review, 22(2), 139-154. doi:
10.1007/s10648-010-9131-x.

(Jenis: prosiding)
Retnowati, E. (2012, 24-27 November). Learning mathematics collaboratively or
individually. Paper presented at the The 2nd International Conference of STEM in
Education, Beijing Normal University, China. Retrieved from
http://stem2012.bnu.edu.cn/data/short%20paper/stem2012_88.pdf.

(Jenis: dokumen buku pedoman/laporan institusi pemerintah/organisasi)

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.

(Jenis: dokumen hukum perundangan)

Permendiknas 2009 No. 22, Kompetensi Dasar Pendidikan Pancasila dan Kewarganegaraan
Sekolah Dasar Kelas I-VI.

Appendix
(jika ada)