Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal Vol.74, 2020 13 Developing Electronic ESP Book for Information Systems Students Zurriat Nyndia Rahmawati 1* Urnika Mudhifatul Jannah 2 1.Information Systems Department, Universitas Islam Raden Rahmat, Jalan Raya Mojosari 02, Kepanjen- Malang, Indonesia 2.Informatics Department, Universitas Islam Raden Rahmat, Jalan Raya Mojosari 02, Kepanjen- Malang, Indonesia The research is financed by Ministry of Education and Culture, Indonesia Abstract English for Specific Purpose (ESP) course provides English skills and knowledge based on the students’ major. The topics in ESP course are specific and developed in specially-designed learning materials. This research aimed to develop electronic book for ESP course in Information Systems department with Research and Development method by ADDIE model, that stands for Analysis, Design, Development, Implementation, and Evaluation. The e-book was designed based on the data collected in needs analysis through questionnaire, interview, and document analysis. The data showed that the currently used ESP learning materials needed to be replaced with more suitable learning materials. Based on that, the e-book was designed to comprise the recent topics in Information Systems. The e-book was divided into five chapters and the materials were presented through activities that were designed to develop students’ English skills. The temporary e-book was then validated by experts and tested in the try-out with the students’ representative. The e-book obtained positive feedback and was revised based on the suggestion given. The result showed that the e-book is in a good quality and feasible to be used in ESP course. Keywords: English for Specific Purpose, Information Systems, Electronic Book DOI: 10.7176/JLLL/74-03 Publication date: December 31 st 2020 1. Introduction In answering global challenge, English skill has become one of the must-have skills for university graduates. The university graduates must equip their ability in their field with sufficient language mastery to present themselves better in the work field. Besides general English knowledge, during their study, the students also learn English that is specific to their major. In English for Specific Purpose (ESP), English is taught based on the needs of the target user (Hutchinson & Waters, 1987, p. 19). ESP is designed for specific disciplines and used in particular setting; it is usually taught to the learner that has learned general English and used for professional goal (Evans & St. John, 1998, as cited in Donesch-Jezo, 2012, p. 2). The key in teaching ESP is how to teach English as a communication tool so that it can be understood based on the field and not merely translating the topic from one language to the target language (Kenny, 2016). (Tomlinson, 2011, p. 42) stated that in developing learning materials, there are some components that must be considered so that the materials which are developed, adopted, or adapted can meet the target setting. The components include the institution where the course is implemented, available resources of the institution, class size, type of students (their background, needs, and goal), type of the teachers (their background, needs and goal), policy of language teaching, course objective, duration of the course, type of assessment, as well as the amount of English exposure outside the classroom. Learning materials development has to support learning autonomy as well, so that the material developer needs to identify not only the learners background but also their motivation and learning habit (Debevc, et al., 2003, p. 9). Those components can also be applied and are necessary for the teachers who want to design and reach ideal ESP teaching and learning, especially where the students have specific characters and needs to be taught specific English topics. The published books in the market may not be suitable for the students because they do not aim at specific audience with specific character and needs (Blecher, 2009, p. 7). The learning materials in English for Specific Purpose ideally must be in line with the students’ level of proficiency (Cunningswort, 1995, p. 132) and the environment where the students socialize (Parkinson, 2013: 157). Particularly in engineering, the culture and values in the field are varied based on the community and countries (Parkinson, 2013, p. 157); thus, the teaching of English in engineering field cannot be directly implemented without adaptation based on the characters of the target learner. Materials adaptation can be a solution in providing learning resources for the students. Adaptation is done by adapting the available resources to make the materials suit particular setting and make them applicable for classroom practice (Saraceni, 2011, p. 42). Materials adaptation offer practicality in terms of time and resources since the teachers can select the materials from available courses and modify it to meet the goal of the course (Duarte & Escobar, 2008, p. 68). The teacher can add exercise to a text taken from the source, or simplify the text