English for Islamic Studies Teaching Model : It’s Effect on Students English Achievement Melyann Melani 1 1 Faculty of Teachers Training, State Islamic Institute of Bukittinggi, Bukittinggi, Indonesia * melyannmelani@gmail.com} Abstract. Identifying the effectiveness of English for Islamic Studies Teaching Model (referred to as EISTIM) is part of a series of research and development that was aimed at creating a teaching model used in English for Islamic Studies subject at Islamic Studies Study Program, Faculty of Teachers Training, IAIN Bukittinggi. EISTIM was designed based on a thorough need analysis and had been proven valid and practical to some extent. This study was aimed at identifying whether or not this model is effective in improving students’ English achievement. It involved 71 students’ which were divided into experiment and control groups. Both groups were given a pre-test and followed with a post-test to measure their English achievement before and after the treatment. The result of the study indicated the students from the experimental group have a significantly higher mean score as compared to the students from the control group. Keywords: EISTIM; English Achievement 1 Introduction English for Specific Purpose is explained as an approach to the teaching of language where all decision regarding the content and method are made on the basis of students’ reason for learning, (Hutchinson and Waters, 1987). Developing an effective ESP program is not without challenges. There are numbers of methodological issues speculating around ESP. These issues includes .difficulties associated with aspects of ESP pedagogy (Yu and Xiao, 2013; Gao, 2007; Rasekh and Valizadeh, 2004). Several issues related to lecturers’ lack of knowledge and skills also emerged, (Gafournia and Sabet, 2014; Northcott and Brown, 2006). Finally, contextual constrains related to the location where ESP is taught is also regarded as a challenge of practicing ESP. Based on preliminary research, ESP practiced at English for Islamic Studies Study Program also faced some problems. Several books on English for Islamic Studies are available. Unfortunately, the books only contain some reading passages followed by exercises. There is no practical guidance on how to teach the material in a communicative way and on how to teach the reading materials integrated with other language skill (listening, speaking and writing). Lecturers complained that they didn’t have enough resources and support to develop their own ESP lesson. Students had difficulties in understanding the text in ESP books which are caused by the text difficulty level as well as poor English proficiency. EITISM is expected to be able to help both lecturer and students to practice ESP in a more effective way. The BICED 2020, September 14-15, Bukittinggi, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.14-9-2020.2305683