Final Ebook Esp 2018 Made by Batch 2014+2015

ENGLISH FOR SPECIFIC PURPOSES:
AN INTRODUCTION
EDITOR: Faizal Risdianto, S.S,M.Hum
STATE INSTITUTE OF ISLAMIC STUDIES SALATIGA

2 0 1 8
ACKNOWLEDGEMENTS
Alhamdulillahirobbil A’lamiin. Thanks to Allah Subhanahu wa Ta’ala for His Guidance,

Blessing and Mercy, so that the writer is able to finish the selection of editing process of this E-
book entitled ”AN INTRODUCTION TO ENGLISH FOR SPECIFIC PURPOSES” which is
compiled to make to make easy for the students to have the effective and efficient
reading of ESP materials. This book is the compilation of students’ final ESP
assignment which is taken from the collection papers made by IAIN Salatiga students
batch 2014 and 2015 with the link URL : http://bit.ly/tugas_ESP. At this moment, the
writer gives his best regards to all of the students who had enthusiastically doing and
submitting the ESP final assignment. Good luck for all of you.
Finally , the writer fully aware that the making of this E-book is far to be considered as
perfect. By this, the writer hopes for criticism and constructive suggestion to perfectionate this
E-book.
Solo, 20th June 2018
The Editor,
Faizal Risdianto
faizrisd@gmail.com
www.pakfaizal.com
www.pakfaizal.online
TABLE OF CONTENTS
ACKNOWLEDGEMENTS .................................. .......................................... ii

TABLE OF CONTENTS ...................................... ........................................... iii
NUMBER OF CONTENTS PAGE
CHAPTER
CHAPTER 1 WHAT IS ESP? 1-6
CHAPTER 2 THE HISTORY/DEVELOPMENT OF ESP. 7 - 21
CHAPTER 3 LANGUAGE DESCRIPTION AND ESP 22 - 29
CHAPTER 4 PSYCHOLOGY, THEORIES OF LEARNING 30 - 72
AND ESP
CHAPTER 5 APPROACHES TO COURSE DESIGN AND ESP 73 - 98
CHAPTER 6 TEACHING STRATEGY & METHODOLOGY 99 - 144
AND ESP
CHAPTER 7 THE ROLE OF ESP TEACHER IN INDONESIA. 145- 166
CHAPTER 8 THE CHALLENGE AND SOLUTION OF ESP 167 - 190
TEACHING IN INDONESIA
CHAPTER 9 EXAMPLE OF ESP SYLLABUS AND LESSON 191 - 199
PLANS (RPP)
INTRODUCTION TO ENGLISH FOR SPECIFIC PURPOSES
CHAPTER I:
WHAT IS ESP?
1.1 GENERAL OVERVIEW OF ESP

Compiled by: Leila Khairani
English plays an important role in higher education all over the world. There has
been a worldwide growth in demand for English in Academics courses. English, the lingua
franca of all sciences, has come out in non-English speaking countries as English for Specific
Purposes (ESP) (Ghanbari, 2010). A growing mass of research has reported that number of
universities that are offering ESP courses are on the rise nowadays to meet the ever
increasing specific needs of students who belong to different fields (Bracaj, 2014). The
evolution of ESP and its definitions will always developed to meet the learners‘ needs, its
shown the importance of ESP.
Paltridge and Starfield (2013) stated that English for speciﬁc purposes (ESP) refers to
the teaching and learning of English as a second or foreign language where the goal of the
learners is to use English in a particular domain. The teaching of English for speciﬁc
purposes, in its early days, was largely motivated by the need to communicate across
languages in areas such as commerce and technology. This has now expanded to include
other areas such as English for academic purposes (EAP), English for occupational purposes
(EOP), English for vocational purposes (EVP), English for medical purposes (EMP), English for
business purposes (EBP), English for legal purposes (ELP), and English for sociocultural
purposes (ESCP) (Belcher 2009).
As for a broader definition of ESP, Hutchinson and Waters (1987) theorize that ―ESP is
an approach to language teaching in which all decisions as to content and method are
based on the learner's reason for learning‖. Voyakina & Korolyova determined that ESP
usually requires questions of language acquisition in the professional field. At the level of
university studies we assign ESP as teaching English language to students with different
specialties, e.g. Business English – for economics students, Technical English – for
engineering students, Scientific English – for postgraduates doing a research, English for
medical professionals – medical students, etc. It is relevant to reminiscence that between
basic disciplines and professions, based on them, there are various and numerous links.
Besides, the particularity of any particular professional language is largely relative. Since
none of the professional languages is complete without lingua Franca. Thus, before studying
ESP students should master General English.
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If ESP has sometimes moved away from trends in general ELT, it has always retained
its emphasis on practical outcomes. We will see that the main concerns of ESP have always
been, and remain, with needs analysis, text analysis, and preparing learners to communicate
effectively in the tasks prescribed by their study or work situation (Dudley & St John, 1998).
ESP and General English It is in the nature of a language syllabus to be selective. The
General English syllabus is based on a conception of the kind of reality that the student has
to deal with in English. For example, a General English course for teenagers will probably be
written around the language-based activities of a stereotypical teenager. Finding out or even
speculating on what these activities are is like taking the first step towards a needs analysis.
Consciously or unconsciously, therefore, all sensible course designers must begin by trying
to assess students‘ specific needs. ESP is simply a narrowing of this needs spectrum. The ESP
process of specialisation should not result in the complete separation of one part of the
language from another. One cannot simply hack off pieces of a language or of skills and
then expect them to exist independently of anything else. Every discipline refers to others
and each draws on the same reservoir of language. A science student who comes to grips
with the past simple passive through the description of laboratory procedures is unlikely to
lock that tense into that context for the rest of their Englishspeaking life (Holme in
Besturkmen, 2010).
In fact, the dividing line between ESP and EGP is not always clear; where do we place,
for example, a course designed for a Korean business person who is to assume a post
abroad in the near future? If the learner‘s proficiency level is very low, a great deal of course
content will probably be of a general English type with emphasis on survival situations. Most
would probably agree that the course should be classified as ESP, simply because the aims
are clearly defined, and analysis of the learner‘s needs play an important role in deciding
what to include in the course. However, we believe our example demonstrates that ESP
should not be regarded as a discrete division of ELT, but simply an area (with blurred
boundaries) whose courses are usually more focused in their aims and make use of a
narrower range of topics (Barnard & Zemach, 2003).
The early beginnings of English for Specific Purposes (ESP) in the 1960s emphasized
the grammatical analysis of technical texts. By the end of the decade, discourse analysis
gained relevance and in the 1970s, emphasis on students‘ necessary skills resulted in the
development of needs analyses. During the 1980s, the learner-centered approach gathered
strength and materials development productions attempted to respond to this new trend.
The last twenty years have seen the spur of ESP as a vast theoretical and research ground.
Reviewing the history of ESP research, Ann M. Johns in Badea (2016) identifies three
main problems: the first problem is raised by hesitations concerning the moment when the
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review should begin; the second problem is created by the existence of a considerable
number of localized, on-site ESP/LSP research which is unpublished, or if so, it is published in
other languages or in local journals; the third problem regards the distinction between
research and practice. While trying to solve these problems, the author distinguishes several
stages in the history of ESP research: The Early Years 1962-1981 (From Text-based Counts to
―Rhetorical Devices‖), The More Recent Past 1981-1990 (Broadening the Scope/ Introducing
Central Concepts), The Modern Age: 1990-2011 (New International Journals, Genre, and
Corpus Studies, Take Center Stage), The Future.
The definitions of ESP have also evolved; each of them has evidenced the changes in
theoreticians‘, researchers‘, and practitioners‘ views. However, all the definitions given have
had common elements, sometimes referred to as ―absolute features‖, that embrace ESP‘s aim
at meeting the very specific needs of a very specific group of learners. With this in mind and
taking into account that change is a constant in our globalized world, ESP will continue to
build on its history by tracing its path in the years to come.
REFERENCES
Badea, S. (2016). ESP Developments : Stages and Core Concepts. Multicultural
Representations. Literature and Discourse as Forms of Dialogue. 124-129.
Barnard, R. and Zemach, D. (2003) ‗Materials for Specific Purposes‘ in B. Tomlinson (ed.)
Developing Materials for Language Teaching (London: Continuum) pp. 306–23.
Belcher, D. (2009). What ESP is and can be: An introduction. In D. Belcher (Ed.), English for
Specific Purposes in Theory and Practice, (pp. 1-20). Ann Arbor: University of Michigan
Press
Besturkmen, H. (2010). Developing Courses in English for Specific Purposes. University Of
Auckland, New Zealand.
Bracaj, M. M. (2014). Teaching English for Specific Purposes and Teacher Training. European
Scientific Journal, 10 (2), 40-49
Dudley-Evans, T. and St John, M. J. (1998). Developments in English for Specific Purposes
(Cambridge: Cambridge University Press).
Ghanbari, B. (2010). ESP Practitioner Professionalization through Apprenticeship of Practice:
The Case of Two Iranian ESP practitioners. English Language Teaching, 5(2), 112-122.
Hutchinson T., Waters A. English for Specific Purposes: A learner-centered approach,
Cambridge: Cambridge University Press, 2006, 184 p.
Paltridge, B., & Starfield S. (Ed.) (2013) The Handbook of English for Specific Purposes. West
Sussex, PO19 8SQ, UK.
Voyakina, E. Y., Korolyova, L.Y. (2014). To The Problem Of Teaching Business English as
English for Specific Purposes In Higher Educational Institutions, Tambov State
Technical University, Tambov, 47-55.
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1.2 THE WAYS OF ESP TEACHING BY CONSIDERING STUDENTS’ NEED

Compiled by Tiyas Utami
(ESP) is a subset of English as a second or foreign language. It usually refers to

teaching the English language to university students or people already in employment, with
reference to the particular vocabulary and skills they need. As with any language taught for
specific purposes, a given course of ESP will focus on one occupation or profession, such as
Technical English, Scientific English, English for Medical Professionals, English for Waiters,
and English for Tourism. (Wikipedia) .Robinson said ―It (here ESP) is generally used to refer to
the teaching and learning of a foreign language for a clearly totalitarian purpose of which
there is no doubt.‖
In this era English is very important, English is one of important aspect for make set
of communication. We could not deny it. English give biggest influence in this globalization
era. In spite of occupation area and academic area, when the student go through with their
study, although from other major or from English department itself. They have to master
English in their area, they have to capable and accustomed to English. Other than that they
obligate to compete by means of being maximum and spread all over. So that student not
only masters in the skill that they have learned but also they already master the language.
Languages are one of means to communicate with other, and its apparatus to break through
international market, so that student who master in the skill that they have learn and they
already master the language can hold out in international market and they have advanced
values in the international market. English is one of best strategy to empower globalization
market and to reinforce multilateral cooperation.
Holding forth of English for specific purposes, we could say many advantages by
mastering the English languages for non-English department student, as the writer explain
above, it has different aspect between English general and English for specific purposes,
which is in general we learn about the aspect and basic of English such as listening,
speaking, writing reading and so on. The other way English for specific purpose have
different aspect for mastering English depend on the focus that they have learnt, for
example Scientific English, in scientific we learn different vocabularies if in general English
we learn simple noun and so on, in the scientific we learn more specific and complicated and
the language that they use are so different, adapted with the area that they choose. As we
know English for Specific Purposes-ESP have different approach and different assumption
and General English we could give one example. The goal of ESP teaching are the student
could master the English languages that they have choose for the real example are chemical
4
area, they have learn and master English relates to chemical area. Or the other example for
Technical English they have to master and understand with that area. The ESP generally use
to teaching foreign language for specific knowledge and occupation for the specific goal
and area, ESP understandable as the role and the advantages of language the means for
communicate with each other, in spite of written or speaking.
The teacher of ESP should aware and wrap .refer to the explanation, ESP could be
reference and approach and give different ways to learn it more. Because it is totally
different with general English. ESP is something that has media, concept, design, material,
evaluation, to teach and have another perception to the general English. The goals itself and
its focus on student need, and the use of English after the graduate from the major itself. As
the states of Mc Donough about the definition and the concept ESP assumes that ―ESP
courses are those where the syllabus and materials are determined in all essentials by prior
analysis of the communication needs of the learners.‖[2]
The statements of Donough indicate that the syllabus and the lesson plan of the
student have to design and set for the student needed and after they graduate from the
study, they have to give the material with the goal and the use of the student. So from the
definition above the writer can conclude that ESP does not something new or different
product of English but it is approach of English teaching that has different focus between
English for specific purpose and English and general English. ESP reference to English
method and teaching, that orientated with student needed and using approach that
appropriate with the branch of science and the occupation with analysis and knowledge
development..
More specific about the characteristic of the ESP

As the one of new approach and method of English teaching, ESP has different
characteristic and features. Some of experts give characteristic and prominent features in
English teaching for ESP teacher. And they give the varieties and kind of the English method
and give more explanation about the English. (Strevens,1988) in Kristen Gatehouse, Key
Issues in English for Specific Purposes (ESP) Curriculum Development said that there are four
characteristics of ESP as the new approach in English teaching :
a) ESP design for the student needs

b) Substance and content of ESP is catch with the theme and the topic in that knowledge
and the kind of occupation or specific activity.,
c) The different aspect of ESP such as syntax, lexical, opinion, semantic, and so on.
d) ESP is different with General English.
5
The other opinion is from Robinson, he said that there are three characteristics and the
different of ESP and General English or English a Foreign Language (EFL) or English as a
Mother Tongue (EMT) Such as:
1) ESP is goal oriented). In this issue, the learner learn not because they want to know the
languages as the culture and language contain on it but they learn because they have
specific goals and specific field in academic or profession with another .
2) ESP substance is design and developed based of the concept of the need analysis aims to
specialize and link to closer what the learner need for the field of academic or field of
profession.
3) ESP more aimed to adult than for children, ESP generally taught in senior or academic
level. it is logic, because t is taught at the level of academic or the senior high school.
ESP is designed to meet needs of the learners; ESP makes use of the underlying
methodology and activities of the disciplines it serves; ESP is centered on the language
(grammar, lexis, register), skills, discourse, and genre appropriate to these activities.
From the quote above , it can be deduced that there are three things related to ESP. First,
ESP must be designed and designed to meet the needs of learners. With regard to meeting
the needs of learners, they add that the essence of ESP meeting the needs of learners means
focusing on the needs of learners, taking place effectively, in accordance with the needs of
learners, and enabling learners to learn successfully within the designated timeframe.
Relating to the needs analysis so that the substance of ESP is really appropriate and meeting
the needs of the learner, (Hoadley-Maidment, 1980) in McDonough (1984) suggests there are
three main sources of information in performing needs analysis such as a) teachers, b)
learners, and c) stakeholders). [6]
Second, ESP realizes the methodology and activities in accordance with the areas of
science that are targeted or learned and taught. This means that the methods and activities
undertaken in classroom learning must be in accordance with the disciplines, occupations
and professions that reflect the variety and variety of essences of ESP itself. Third, as a new
approach, the focus of ESP is the use of a typical language (grammar, lexis, register), skills,
discourses, genres that fit the activity. In this case the scope of language in ESP in terms of
grammar, grammar, lexical and registers in certain respects differs from General English.
In addition, other fundamental features of ESP are still according to Evens and
Maggie are language skills, discourses and genres. In ESP learning, consideration of
language skills taught becomes an important issue to be considered. In academic and
professional or occupational contexts, the focus of skills tends to differ between academic
and professional fields to one another. There is an academic or professional field that
6
focuses and prioritizes speaking skills on the one hand, but there is also a dominant field or
a dominant profession with writing skills.
Then the fundamental feature, ESP also has a variable that also shows the other
essence of ESP when compared to GE or ESL and EFL. Such variables ESP should use special
learning situations and teaching methods that are different from common English, ESP
seems to be more suitable for adult learners in both high and professional academies or
professional workplaces, but ESP may also be of use to middle-level learners. ESP is typically
designed for middle and high level students, but so some ESP learning also allows for
beginner level learners.
REFERENCE
[1]Paulina Robinson, English For Specific Purposes (Oxford: Pergamon Press, Ltd, 1990), p.5.
[2] Jo.Mc. Donough. ESP in Perspective A Practical Guide. (London: Collin ELT, 1984), p.3.
[3](Strevens,1988) Kristen Gatehouse. Key Issues in English for Specific Purposes (ESP)
Curriculum Development oleh dalam Kristen Gatehouse in
Kristen Gatehouse/http//www.khe-service.com/7/26/2009) p.1.
[4] Paulina.C. Robinson, ESP Today: A Practioner‘s Guide. (New York: Prentice Hall. 1991). p.
2-3[5] Evens-Dudley Tony dan Maggie Jo st.John . Developments in ESP: A multi-disciplinary
approach. (Cambridge: Cambridge University Press. 1998), p.4-5.
[6] Hoadley- Maidment, 1980 dalam McDonough. ESP in Perspectives: A Practical Guide.
(London: Collin Educational Publishing,1984).p.38.
CHAPTER II:
THE HISTORY AND DEVELOPMENT OF ESP
2.1 THE HISTORY AND DEVELOPMENT OF ESP

(Maria Ulfa/11314135/IAIN Salatiga)
The function of English for specific purpose is to help learners in their focus study or
their vocational English study. Learners who sensitively feel the growth of the
competition in the international area are seriously try to increase their competency
especially in English communicating.
English for specific purpose since 1980s has changed intwo very significant respect.
First, English for Businesss purpose which has become an increasingly important, second,
the work of discourse and genre analysis on the hand and the results of computer-based
analysis on the other provide a fuller understanding of how specific texts, with written
7
and spoken, work. Today ESP is the way of language is built. The model of vocabulary
and teaching also the material specifically were designing in so many field base on the
people need.
The motivation to study English is influenced by the globalization. The use of
technology in this time also built the new vocabulary and model teaching model, for
example. Now the challenge for the teacher to think big how with the ESP they able to
find the relevance and the innovative model to teaches their students.
The History of ESP

English as a communicative language in so many areas have new development base
on every periode. The development of english because of so many factors and the users
always try to find what is factors of those changing to be an increasing of english use.
Users in this part who attand the problem in every changing and development of English,
they use an approach with call as English for specific purpose. This kind of approach was
born in the 1960s as a technical-analysis area. Study about language use over language
form strengthened at the end of the decade and materials development is the popular
trend. The years 1970s and 1980s when central concepts such as genre, rethorical moves
and expert consultant were introduced by the study of language skill and about the
booming research in english.
The definition about ESP change in every part of development, with approach by the
the concept of display and discipline by others and so many characteristics of variables.
So ESP has and always related with learners becouse of their analysis need of English
study, such as a vocational language or specific pofesional it‘s should be relevance and
has avalidity. Becouse of ESP teaches ―the language for getting done‖ (Harding, 2007).
Trace of the early origin ESP is happen when the end of second worl war, becouse of
the English acepted as an internaional language. Nonnative speaker saw it as the new
lingua franca becouse people in the world were connecting with English easily. The time
that have been changed and there were so many development in technology, economic
power of oil rich countries, and the spirit of students in English- speaking countries
englis for specific purpose were difine this situation. ESP has a function in those situation
to makes specific the need of English material base on the learners or people need to
getting done their matters. Study English not only to make clearly about english
knowledge and communication but also as a neutral language to be used in
international communication (Johns and Duedley Evans, 1991).
8
Firstly ESP were thinked by people from the register analysis and technical writing. So
the movement gave special importance to semi- or subtechnical vocabulary. This case
study discribe that ESP help to difine the learners need in technical field.
Every years ESP are getting increase base on Hewings (2002), co-editor journal
English for specific purpose, analyzed that isues of about the cenclusions in his article ‖ a
History of ESP through English for specific purposes.‖First, the increased number of
studies conducted outside the U.S. and U.K., such as central and south America, China
and Hong Kog, demonstrates the growing acceptance of ESP as an academic discipline-a.
In the second that ESP include EAP and EOP.
Third that EOP oriented and apparently, they have obviated more general program
descriptions. According to Hewings, the current trend that the article is text of discourse
analysis. This cenclude that the growing of ESP course material need to understand the
target situations. ESP makes specific the every contex study base on learners need, so
teach ESP has meaning that they study in the deeper context of knowledge of the
context and texts that occur within it. In the decades of the 1990s and 2000s have seen a
rapid increase in research and have continued the expansion on major ESP topics.
According to johns (2013), the emergence of international journal as well as the
marked rise in the amount of internasional submissions and the publications have
consolidated the importance and rlevance of ESP today. Tne new emphases given to
already established concepts, such as international rhetorics and learner genre
awareness, as well as the more profound and continuous research on corpus studies, it‘s
demonstrate in ESP area of the evolution of research on corpus studies. ESP has existed
as separate branch of langugae teaching for around 40 years. In the begining of ESP
focused upon the specific lexicon of technical and scientific text, and changed its
emphasis towards the rhetorical uses of language in precise discourses. And after that
the study about the four skill and language that students need to achieve in their
performance. Today the development of ESP is about focus on teach or study about
procedure and materials development in teaching its principles and theory have been
more clearly outlined and shaped by the passing of time.
Definition of ESP
ESP is the study need to change in every period and there are so many author has
different definition about ESP, in the definitiontion that ESP is an approach to language
teaching in which all decisions as to content and method are based on the learner's
reason for learning" (Hutchinson and Waters, 1987:19). Likewise, Strevens (1988:1) stated
that "ESP is a particular case the general category of specific purpose language
9
teaching." study English in every period always change because of the development of
learners need to study, ESP give the function to make specific the material base on the
need, so study about need analysis always evaluate by the teacher and the researcher.
ESP has absolute characteristics and variable characteristics.
The first absolute characteristics of ESP are about in the learning process, ESP consist
of English language teaching, designed to meet specified neds of the learners, related to
content, to particular disciplines, occupations and activities, the centered study are about
activities in syntax, lexis, discourse, semantics, etc, ESP is contrast with the general
English, ESP is not necessary, restricted as to the language skill to be learned, taught
according to any pre-ordained methodology. English for specific purpose help learners
to make focus their study, and base on their purpose study they have a spirit to finished
their study, because students are understand about their need to study its help teacher
to conduct the classroom and materials.
ESP is the study need to change in every period and there are so many author has
different definition about ESP, in the definitiontion that ESP is an approach to language
teaching in which all decisions as to content and method are based on the learner's
reason for learning" (Hutchinson and Waters, 1987:19). Likewise, Strevens (1988:1) stated
that "ESP is a particular case the general category of specific purpose language
teaching." study English in every period always change because of the development of
learners need to study, ESP give the function to make specific the material base on the
need, so study about need analysis always evaluate by the teacher and the researcher.
ESP has absolute characteristics and variable characteristics.
The first absolute characteristics of ESP are about in the learning process, ESP consist
of English language teaching, designed to meet specified neds of the learners, related to
content, to particular disciplines, occupations and activities, the centered study are about
activities in syntax, lexis, discourse, semantics, etc, ESP is contrast with the general
English, ESP is not necessary, restricted as to the language skill to be learned, taught
according to any pre-ordained methodology. English for specific purpose helpa learners
to make focus their study, and base on their purpose study they have a spirit to finished
their study, because students are understand about their need to study its help teacher
to conduct the classroom and materials.
in the students context that they aware what they want to study, teacher has to
understand the students need. Teacher need to define the material, method in the
learning process. The material of ESP has define about the need to know, technical,
scientific, and the other vocabulary from specific fields for their careers or education, the
technique of teaching English to students who need it for a particular purpose, such as
10
business dealings, English for specific purpose not to be confused with specialized
English, is a sphere English, English for medical professionals, English for waiters, English
for tourism, English for Art purpose etc. For example, aviation English as ESP is tought to
pilots, air traffic controllers and civil aviation cadets who are going to use it in radio
communications.
Most people (streven, 1980; Robinson, 1980; Widdowson, 1983; Dudley-Evans and St
John, 1997 have agreed that an ESP course would have the following features, the
purpose and aimed at the successful performance of occupational or educational roles
by an individual or a group, it is based on an analysis of the students need and is tailor -
made to meet these needs, it my differ from another general language course in its
selection of skills, themes, topics, situation, functions, language and methodology.
ESP can be considered as the basis for broad of devisions of various EAP (English For
Academic Purposes). EAP includes also EST (English for science and technology for the
purposes of finds himself of herself involved in an ESP environtment with students
needing an ESP learning, all of aspect in the learning process should be designed from
the content, forms, methodology of teaching, and finally the set communicative
functions and abilities that should be achieved by students. English for specific purpose
teaching involves teaching English with particular attention to certain area, for example,
business, tourism, medicine, the law or engineering. the firstly to teach ESP teacher tend
to have had some general English as a foreign language (EFL) teaching experience first.
The Development of ESP in Teaching Model

There are so many development becouse of ESP. For example in the world of
business. Today in the skill of writing already a course specifically to mastering in the
writing skill, students who want to take an external certificate qualifications (e.g. English
for Business LCCI or BEC), it is necessary to teach them to produce business text requires
for the exam. The development of ESP until now is helpful for the learners, an approach
base on the need in the business like those course is need to synergy in so many aspects
there are students, environment, teachers and the sources.
The last development of ESP teaching refer to teaching non-linguistic skills.
communication is important part in the bussiness field the creativity of choose the world
and make akinds of sentence influence the relationship of the partner in business. The
comprehending of pragmatic and sociolinguistics skill it is kinds of material that
influence the quality of human word to say. ESP define this material in business field
especially in the important part of business communication. The important moment like
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delivering the business presentation,attending customers, presenting facts and figures,

networking, negotiating, telephoning with people knowledge about pragmatics and
sociolinguistics they are able to keep ther relationship in the business. Today learners
want to be study about the good communication not only to able communicate with
English, this part is relevance that there are teachers have an obligation to understand
and able to prepare materials in so many field.
For more than 50 years of ESP courses learners needs have always been most
relevant and central in the practice of ESP teaching. Today is so different with the yers of
1980s or 1990s. Today who want to achieve the good competence in their English they
have to able to spend their time, money, energy. the world that so competitive motivate
people to do more and spend their source more. Richard (2006:1), the worldwide
demand for English has created an enormous for quality language teaching, material and
resources. This describe that the development of ESP teaching is influenced by the spirit
of learners that follow the changes of the world, especially the globalization. Actually,
This is not a problem but its the movement from all of the elements in teaching ESP, that
define the students and teacher prepare their skill in high quality. The part of
development about ESP is in this section, ESP growth with the growth of students need
to study and the world need.
With ESP there already a didactic case studies, students have opportunity to use their
creative thinking, and find the problem solving, and make a decision. this part of study
teach student think critical and constructive thinking, evaluation and forecasting and
contributes to the development of conceptual thinking. this kind of model is example of
a learner centered approach. ESP define this kind of model is used in the medicine,
management, an in finance field. Students that very close with technology motivate
teacher uses the technology as a part of the learning. Today the kind of E-course with
gives Online materials effective in study English, with so many materials that students
can find easily in the online course. The most renowned of e-course is Massive Open
Online Course (MOOCs) this new type of online course. English for specific purpose
define this part of Online course the new role model in teaching with technology and its
will be growth in the next about the materials and all of the aspect to practice this online
course.
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REFERENCE
Abu-Melhim, Abdel-Rahman. 2013. Exploring the Historical Development of ESP and its
Relation to English Language Teaching Today. European Journal of Social Sciences.
González. Carolina Ramírez. 2015. English for Specific Purposes. Universidad de Costa
Rica
Jendrych,Elżbieta. 2013. Developments In ESP Teaching. Kozminski University, Warsaw.
Wartburton, K. (2005). Terminology: Getting Down to Business. Retrieved from:
www.translationdirectory.com/article526.htm.
Paltridge, B. (2013). The history of English for specific purposes research. In B.
Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 347-366).
Swales, J. (1980). ESP: The Textbook Problem. The ESP Journal, 1 (1), 11–23.
2.2 THE DEVELOPMENT PHASES OF ESP

Compiled by : Anisa Septiyana
Over the past 40 years ESP has grown up fast and become one of the important
approaches in English language teaching. In the beginning 1960s when ESP is started, the
way English teacher view the field of ESP today is far different than the way they viewed it in
the 1960s. In the 1960s ESP practitioners believed their main job was to teach the technical
vocabulary of a given field or profession. If they were teaching nursing students, their task
was to teach the learners the medical vocabulary of nursing. Later, teachers of ESP began to
recognize the importance of sub-technical vocabulary, that is, the words and phrases that
surround the technical words.
In 1970s, Hutchinson and Waters first introduced the idea of learning English through
content of a subject (e.g. Economics or management). By the 1980s, in many parts of the
world, a needs-based philosophy appeared in language teaching. Many students
learnt ESP not because they were merely willing to know English but rather to do a task in
English. There then emerged some specific disciplines: English for Law, English for Hotel
Industry, English for Tourist Management, English for Marketing, and English for Banking.
Krashen in 1981 came up with ―natural language acquisition idea‖ which then supports
the ESP approach. It is said that the best way in learning a language is to use it for
meaningful aims. In response to the meaningful aims in learning English, various application
of ESP have appeared: EAP (English for Academic Purpose), CLIL (Content and Language
Integrated Learning), CBI (Content-based Instruction), and TBL (Task-based Learning).
CLIL is an approach for learning content through an additional language (foreign or
second), thus teaching both the subject and the language. Many experts considered CLIL a
great way in learning English which give the learners with meaningful input and authentic
suggested.
13
CBI, another application, is designed to provide second-language learners instruction in

the use of subject matter as a vehicle for second or foreign language teaching/learning
(content) and language.
The next application of ESP is TBL also known Task-based language learning (TBLL) or
task-based language teaching (TBLT) focuses on the use of authentic language and on
asking students to do meaningful tasks using the target language. Such tasks can include
visiting a doctor, conducting an interview, or calling customer service for help. Assessment is
primarily based on task outcome (in other words the appropriate completion of tasks) rather
than on accuracy of language forms. This makes TBLL especially popular for developing
target language fluency and student confidence.
Phases in the Development of ESP

Hutchinson and Waters (1987:9) state that the early beginnings of E.S.P. start in the
1960s and that this domain of theory and practice in the undergone five phases.
1. Register analysis
This stage operates on the basic principle that the English, of, say, Electrical
Engineering constituted a specific register different from other registers such Biology
or of General English. The aim of the analysis was to identify the grammatical and
lexical features of the registers. The main motive behind register analyses such as
Ewer and latorres was the pedagogic one of making the ESP course more relevant to
learners needs. The aim was to produce a syllabus which gave high priority to the
language forms students would meet in their Science studies and in turn would give
low priority to forms they would not meet.
In the register analysis phase the language teachers‘ aim at the time was to
identify lexical and grammatical features of these registers. The teaching materials
focused on these linguistic features which represented the syllabus. Now that a first
stage in the exploration of English has reached its terminal point, namely the study of
the word structure down to its smallest lexical component, the E.S.P. teachers decide
it is time to move on to a new linguistic level, the sentence.
The criticisms against register analysis were:

- It restricts the analysis of text to the word and sentence level
- It is only descriptive, not explanatory
- Most materials produced under the banner of register analysis follow a similar
pattern, beginning with a long specialist reading passage which lacks
authenticity.
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-
2. Rhetorical and discourse analysis
On the second phase of development, ESP became closely involved with the
emerging field of discourse or rhetorical analysis. This phase gives more
understanding how sentences were combined in discourse to produce meaning.
The basic hypothesis of this stage, expressed by Allen and Widdowson (1974):
The difficulties which the students encounter arise not so much from a defective
knowledge of the system of English, but from an unfamiliarity with English use, and
that consequently their needs cannot be met by a course which simply provides
further practice in the composition of sentences, but only by one which develops a
knowledge of how sentences are used in the performance of different communicative
acts. Register analysis had focused on sentence grammar, but in rhetorical or
discourse analysis, the attention and focus is to understanding how sentences were
combined in discourse to produce meaning.
The concern of research therefore was to identify the organizational patterns in
texts and to specify the linguistic means by which these patterns are signaled. These
patterns would then form the syllabus of the ESP course.
The typical teaching materials based on the discourse approach taught students
to recognize textual patterns and discourse markers.
The 1980s recorded a step ahead in the approach to ESP, with Louis Trimble‘s
(1985) EST: A Discourse Approach, CUP.
The priorities, for this decade, mean:

- understanding how sentences were combined in discourse to produce meaning
- To identify the organizational patterns in texts
- To specify the linguistic means by which these patterns are signaled. All these
patterns represented the syllabus.
-
3. Target situation analysis
On the third phase development of ESP, it aimed was to take the existing
knowledge and set it on a more scientific basis, by establishing procedures for
relating language analysis more closely to learner‘s reasons for learning.
The ESP course design process should proceed by first identifying the target
situation and then carrying out a rigorous analysis of the linguistic features of that
situation. The identified features will form the syllabus of the ESP course.
15
This stage process is usually known as needs analysis, but according to Chambers
(1980) term of target situation analysis, it is more accurate description of the process
concerned.
The target situation analysis is also known as the learner-centered approach. In
this phase, ESP was based on the reasons why student learnt English. The purpose of
an E.S.P. course focused on target situation analysis is:
- To enable learners to function adequately in a target situation, that is the
situation in which the learners will use the language they are learning
- To identify the target situation
- To carry out a rigorous analysis of its linguistic features
-
4. Analysis of study skills and strategies
The fourth stage of ESP has seen an attempt to look below the surface and to
consider not the language itself but the thinking processes that underlie language
use.
The principal idea behind the skills-centered approach is that underlying all
language use. There are common reasoning and interpreting processes which enable
learners to extract meaning from discourse.
The focus should be on the underlying interpretive strategies which enable
learners to cope with the surface forms:
- guessing the meaning of words form context;
- using visual layout to determine the type of text;
- exploiting cognates (i.e., words which are similar in the mother tongue and the
target language)
A focus on specific subject registers is unnecessary in this approach, because the
underlying processes are not specific to any subject register. As has been noted, in
terms of materials this approach generally puts the emphasis on reading or listening
strategies. The characteristic exercises get the learners to reflect on analyze how
meaning is produced in and retrieved from written or spoken discourse
This approach generally concentrates on reading and listening strategies, the
characteristic exercises get the learners to reflect on and analyze how meaning is
produced in and retrieved from written or spoken discourse.
5. Analysis of learning needs (a learning-centered approach)

This is the next stage of ESP development: the learning-centered approach. It
involves considering the process of learning and student motivation, working out
16
what is needed to enable students to reach the target, exploiting in the EOP/EAP
classroom skills which students develop from their specific academic study and
taking into account the fact that different students learn in different ways.
All of the stages described so far are the stages of the development of ESP from it is
started in the early beginnings on the 1960‘s until today uses. These stages started by
identifying and analyzing learners register and focused on sentence level, and on second
stages. ESP became closely involved with the emerging field of discourse or rhetorical
analysis.
2.3 THE HISTORICAL AND CURRENT OVERVIEW OF ESP IN INDIA
English Language Teaching (ELT) in India is now nearly a 400 year old enterprise
(Choudhary, 2001). English for Specific Purposes (ESP) as a separate branch of ELT
emerged mainly in the second half of twentieth century in the western world. English was
initially used for specific purposes - i.e. for trade and administration - in British India.
During their regime, the British promoted English education to fulfill the requirement of
English-knowing Indians for administrative purposes. They also connected English
language with the employment opportunities for Indians. In 1844 Lord Hardinge, the then
Governor General, declared that Indians who knew English would get preference in
employment (Chaudhary, 2009:477). Thus, English for employment was one of the
objectives of teaching English in colonial India.
After independence, there are frequent changes in the language policies of the
central and state governments (Parasher, 1998), nevertheless English has been a medium
of instruction for many postgraduate courses. It also acts as a link language for inter-state
communication in the country. In the last decade of the twentieth century it gained
importance as the language of opportunities. There is hardly any domain where the use
of English has been restricted. The rise of English as the global language has led to a
greater demand for it in the twenty-first century. Consequently the demand for ESP-based
courses has increased in India.
Developments of ESP in India

By recommending ESP-based courses the commissions and committees
appointed to review teaching of English in Indian universities have played a very
important role in the development of ESP in India. The recommendations of the Study
Group (1971) and the Curriculum Development Centre (CDC) for English (1989) and the
17
ESP projects initiated by the British Council in the 1980s could be considered the mile
stones in the development of ESP in India.
i) Contribution of the Committees and Study Group
After independence, English, a colonizers‘ language, was taught mainly for general
purposes in schools and colleges. Though the regional languages had been a preferred
option for tertiary education, the Education Commission of 1964-66 sowed the seeds of
ESP in India by recommending teaching of English as a library language. As a result, the
focus of teaching English at the school and college levels remained on reading
comprehension, paving the way for English for Academic Purposes (EAP) in India.
To meet different professional needs, in the Part II of its report, the Group
suggested ESP-based courses like ‗English as a library language‘, ‗Course in English for
students who wish to be teachers of English or study English Literature‘, ‗Course for
Teachers of Spoken English‘, ‗Course in Commercial English‘, ‗A course in English for Non-
graduate Teachers‘. The CDC (1989) also suggested ESP-based functional units like
‗English for Competitive Examinations‘, ‗English for Secretarial Practice‘, ‗English for
Business Communication‘, ‗English for Advertising and Copy Writing‘, etc.The ESP in India
has developed gradually over the past few decades after the ESP–based courses were
suggested by the Study Group (1971) and the CDC (1989).
ii) Role of the British Council
Tickoo (1994) has noted that there is dominance of native speakers in setting the
agenda in the ESP discipline (Flowerdew and Peacock, 2001:23). This could be witnessed
through the ESP projects initiated by the British Council in Indian universities in the 1980s.
TITLE OF THE PROJECT YEAR ACTIVITIES CARRIED OUT

The Technical Teachers‘ 1982 – 1984 Publication of a student-centered,
Training Institute (TTTI) resource - cum - workbook
Project, Calcutta Communication in English for Technical
Students (1984). [In Singh (1986: 78)].
Need-based English for 1984 On the basis of needs-survey and
Science and Technology onwards analysis, the development of language
(NEST), IIT Kanpur curricula and need-based materials for
science and technology students in the
form of a resource book.
The Indian School of 1984 A needs analysis was carried out and a
Mines (ISM), Project, onwards special English for Science and
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Dhanbad Technology (EST) programme tailored

to the needs of students studying the
natural sciences was developed for the
courses offered by ISM in the first year
B. Tech. and M.Sc. Tech.
Apart from funding the projects, the British Council helped in providing
orientation and training to the teachers of English in India and developing teaching
materials in the form of resource books. The development of indigenized teaching
materials is one of the features of ESP in India.
Research of ESP in Indian Universities

Here is a modest attempt to take a glimpse at some of the explored and
unexplored areas of research in ESP in Indian universities. Barring a few reputed
universities, the research work on ESP is a rarity in Indian universities. The study of the
sections on ESP in Ganguly, S. R. & L.S. Ramaiah (2000) English Language and Literature
Teaching in India: A Bibliography; ‗English Language, Linguistics and ELT‘ in Kushwaha
and Naseem (2000) Indian Doctoral Dissertations in English Studies: A Reference Guide
and the list of research in ‗Language Teaching‘ in the English and Foreign Languages
University (EFLU), Hyderabad [formerly, the Central Institute of English and Foreign
Languages (CIEFL)] reveals the developments in ESP in India. As a case in point, the
research on ESP carried out at the EFLU has been reviewed here.
The focus of the ESP research at the EFLU is on the communicative needs of users
of English like Salespersons, Business Executives, medical representatives and student
Nurses. There are many dissertations on the teacher training modules at the EFLU. These
include ESP courses for the teachers of English at primary and higher secondary levels.
There is considerable research in the areas like Teaching English to Tribal Students.
Apart from the seminal work on legal English by Bhatia (1977) not much work has
been done in the areas like English for legal purposes and English for Military Purposes.
In the EFLU there are only two theses each on the English for the Students of Law and
use of English in the Defence sector. There are very few studies on English for
Administration, English for Travel and Tourism and English for Competitive Examinations.
It seems that enough attention is not paid towards academic skills of the UG students.
There are no full-fledged studies on EAP for the UG students of conventional degree
programs who want to pursue Masters Degree. For instance, there is a single study on
EAP by Datta (1980). There are some studies (e.g. Bellare, 1984) on study skills which
19
focus only on dictionary skills. There is no study with focus on reference sources other
than dictionaries. Besides, ‗English for PG students‘, ‗English for slow learners‘ are the
least explored areas whereas ‗English for Medical Students‘, ‗English for Agriculture
Purposes‘ and ‗English for Banking Sector‘ are neglected areas.
The research in ‗Language Teaching‘ in the EFLU reveals that there is substantial
research on Technical English and Business English in India. In comparison to the
research on English for students of Science and Commerce and there is negligible
research on English for students of humanities. The primary focus of research in ESP in
India is on designing courses. Some of the theses are directed to transform the GE
courses offered at the UG level in Indian universities into ESP courses. Some studies
focus on developing materials. Very few studies are on teaching methodology in ESP
courses while there is negligible research on evaluation methods for ESP courses.
English for Professional Purposes

In the past the technical institutions in India used to teach literary texts. Even the
expert committee set up (1983-84) by the Indian society for Technical Education of the
Ministry of Education, has suggested teaching ―novels and plays‖ in its curriculum for 4-
year degree courses in technical Institutions (Singh, 1986: 59). Khan (1985) has noted that
only 2% of technical institutions in India have provided for EST courses (in Singh
1986:58). At present, ISM, Dhanbad offers ESP courses like ‗English for Science and
Technology‘ (B.Tech. Sem. I) and ‗English for Professional Communication‘ (B. Tech. Sem.
IV) whereas reputed institutes of higher education in India like Indian Institute of
Technology (IIT) - Madras, IIT- Roorkee and IIT –Kanpur, to name a few, do not offer ESP
courses.
In professional degree programs like B.Sc. (Computer Science) and Bachelor of
Engineering (B.E.); the ESP-based GE courses are designed to cater to the practical needs
of the learners. These courses mostly focus on development of communicative English.
Besides, in place of the more traditional GE courses, courses like ‗English for Engineers‘
and ‗English for Nurses‘ are now offered in the professional colleges. As a result,
nowadays, ESP-based books like English Online, English for Engineers and Technologists
and English for Nurses, etc. are easily available in the market.
Taking into account the exposure to technical English in professional courses, one
should not ignore the fact that English of the students of these courses is shaped by the
subject teachers rather than the teachers of English.
20
The Prospects of ESP in India

Earlier the theoretical introduction to ESP was confined to a handful of
universities in India offering an optional paper in ELT for the MA (English) course. Very
few Indian universities have recently taken initiatives to introduce need-based optional
papers in ESP for the M.A. (English) students. For example, the University of Madras
(UnoM) includes elective papers like English for Career Purposes and English for
Corporate Communication in its MA (English) course (w.e.f. 2007-08). Similarly, papers
like English for Communication and English for Business Communication have been
incorporated for MA (English) students by Mother Teresa Women‘s University (MTWU),
NMU, Karnatak University, Dharwad and Christ University, Bangalore. This obliquely
points towards the failure of UG level literature-based courses in developing
communicative skills of the students.
Since the GE courses offered in the conventional degree programs, are based on
assumptions rather than on needs analysis, the impact of ESP is limited to the course
titles. Furthermore, EAP components are incorporated in the GE courses in Indian
universities unlike the pre-sessional or in-sessional ESP courses offered by the
universities in UK and USA. Moreover, the research in ESP vis-à-vis humanities is also
restricted to teacher training modules. Mekala (2004) analyzed the needs of students
majoring in English in the colleges affiliated to the UnoM. To overcome the drawbacks of
the GE course for B.A. Part I, she suggests an alternative course, based on ESP framework,
‗English for Literature Students‘.
This course aims to help students to have a working knowledge of English, to
take and make notes, to refer to source materials and to become independent learners.
The suggested course includes a separate paper on ‗Dictionary Skills‘. Taking into
account local needs of Indian students, there is also scope for courses like ‗English for PG
students‘, ‗English for Employment‘, ‗English for Yoga Instructors‘, ‗Training for teaching
English‘ (to overcome the shortage of trained teachers of English), ‗English for Teachers
of Science and Mathematics in Semi-English schools‘ through the UGC-sponsored Career
Oriented Courses in English. Thus, ESP can play a crucial role in vocationalization of
English studies in India.
In the light of current career-conscious learners seeking admission to the faculty
of Arts [in contrast to the two decade old views about Indian college learners by Sood
(1988)], through the incorporation of such ESP-based papers, ESP could be the saviour
for English studies in the Humanities.
21
RESOURCE:
Ravindra B. Tasildar Assistant Professor, Department of English, S.N. Arts, D.J. M.
Commerce and B.N.S. Science College, Sangamner, Dist. Ahmednagar (Maharashtra
State), India
English for Specific Purposes International Journal. World, ISSN 1682-3257,
http://www.esp-world.info, Issue 38, vol. 14, 2013
CHAPTER III:
LANGUAGE DESCRIPTION AND ESP
3.1 LANGUAGE DESCRIPTION OF ENGLISH FOR SPECIFIC PURPOSES

(Hikmatyyar Syahril Ramadhan/ NIM: 23030-15-0038)
English language is deemed significantly important in almost every area of discipline

especially in this globalized era where communications among individuals all over the world
are borderless and through a variety of channels. With the globalization of trade and
economy and the continuing increase of international communication in various fields, the
demand for English for Specific Purposes is expanding, especially in countries where English
is taught as a foreign language (Gao, 2007).
According to the definition given by Hutchinson and Waters (1987:19),―ESP is an
approach to language teaching in which all decisions as to content and method are based
on the learner‘s reason for learning.‖ It was a real revolution in language teaching – from a
teacher-centered approach to a learner-centered and learning-centered approach, a
milestone in language teaching that had its repercussions for the decades to come.
Traditional grammars may be contrasted with more modern theories of grammar in
theoretical linguistics, which grew out of traditional descriptions. (Dyer, Matthew, 2006).
While traditional grammars seek to describe how particular languages are used, or to teach
people to speak or read them, grammar frameworks in contemporary linguistics often seek
to explain the nature of language knowledge and ability. Traditional grammar is often
preferred by prescriptive grammarians and may be regarded as unscientific by those working
in linguistics (Smith, Allison 2005).
Although language teaching has a long history stretching back to ancient times (see
Howatt, 1984), the ways of describing language remained little changed until this century.
Descriptions of English and other languages were based on the grammars of the classical
languages, Greek and Latin. These descriptions were based on an analysis of the role played
22
by each word in the sentence. Languages were described in this way because the classical
languages were case-based languages where the grammatical function of each word in the
sentence was made apparent by the use of appropriate inflections. Thus the form of a word
would change according to whether it was a subject, object, indirect object and so on.
Structural linguistics is an approach to linguistics originating from the work of
Swiss linguist Ferdinand de Saussure and is part of the overall approach of structuralism.
Structural linguistics involves collecting a corpus of utterances and then attempting to
classify all of the elements of the corpus at their different linguistic levels: the phonemes,
morphemes, lexical categories, noun phrases, verb phrases, and sentence types. (John R.
Searle, "Chomsky's Revolution in Linguistics", New York Review of Books, June 29, 1972.)
Transformational grammar (TG) or transformational-generative grammar (TGG)
is part of the theory of generative grammar—especially of naturally evolved languages—that
considers grammar to be a system of rules that generate exactly those combinations of
words which form grammatical sentences in a given language. TG involves the use of
defined operations called transformations to produce new sentences from existing ones.
Following the publication of Noam Chomsky's book Syntactic Structures in 1957,
transformational grammar dominated the field of linguistics for the next few decades. "The
era of Transformational-Generative Grammar, as it is called, signifies a sharp break with the
linguistic tradition of the first half of the [twentieth] century both in Europe and America
because, having as its principal objective the formulation of a finite set of basic and
transformational rules that explain how the native speaker of a language can generate and
comprehend all its possible grammatical sentences, it focuses mostly on syntax and not on
phonology or morphology, as structuralism does" (Encyclopedia of Linguistics, 2005).
The terms ―functional ―and ―notional‖ easily and frequently confused. Functions are
concern with social behavior and represent the intention of the speaker or writer, for
example, advising, warning, threatening, describing, etc. they can be approximately equated
with the communicative acts that are carried out through language. While notions reflect the
way in which the human mind thinks. There are the categories into which, the mind and
thereby language divides reality, for example, time, frequency, duration, gender, location,
quantity, quality etc.
The functional view of language began to have an influence on language teaching in
the 1970s. Largely as a result of the Council of Europe‘s efforts to establish some kind of
equivalence in the syllabuses for learning various languages, equivalence was difficult to
establish on formal grounds, since the formal structure of language show considerable
variation. The student of German is likely to have to spend a large amount of time in
23
learning the gender or case endings of articles, nouns and adjectives. The learner of English
on the other hand will not have this problem, but may need to spend more time on like
spelling, the simple /continuous tense distinction or the countable/uncountable distinction.
The variations in the formal features of language obviously make it difficult to divide up the
learning tasks into units of equivalent value across the various languages on the basis of
formal grammar. On notional or functional grounds, however, some approximate
equivalence can be achieved, since notions and functions represent the categories of human
thinking and social behavior.
In 1970s there was a move from language syllabuses organized on structural grounds
to one based on functional or notional criteria. It has been particularly strong in the
development of ESP. The students of ESP needs are not to learn the basic grammar, but
rather to learn how to use the knowledge they already have. The attraction of the functional
syllabus is that it appears to be based on language in use.
The functional syllabus is lack of any kind of systematic conceptual framework and as
such does not help the learners to organize their knowledge of the language. The main
problem with the functional syllabus is not the syllabus itself, but the fact that is too often
seen as a replacement for the older structural syllabus. A more constructive approach to
describing language in structural or functional terms is to see the two as complementary,
with each supporting and enriching the other. The relationship between the two can be best
expressed in the form of this simple equation: structure + context = function.
The term ‘discourse analysis‘ was coined by Zellig Harris, a linguist who initiated a
search for language rules that would explain how sentences were connected within a text.
Discourse analysis is defined as „the study of language in use that extends beyond sentence
boundaries― (Celce-Murcia & Olshtain, 2000: 4).
Discourse analysis has a practical relevance to language learning and teaching.
Among the many fields of study within discourse analysis, the following could be considered
the most relevant to language teaching: cohesion ‒ the use of cohesive ties to explicitly link
together all the propositions in a text; coherence ‒ unity of a discourse based on individual
sentences or utterances related to each other which leads to easier and more effective
interpretation of a text or the quality of being meaningful and unified; information structure
‒ presentation of old or known information i.e. theme/ topic versus new or unknown
information i.e. theme/comment; and conversation analysis ‒ turn-taking and conventions
about opening and closing conversations, length of speech, interrupting, changing topics,
pauses, etc.. Yalden reminds that analysis of cohesion and coherence in scientific and
24
technical texts has contributed considerably to course design for specific-purpose groups―
(1987: 45).
In most cases, ESP teachers are expected to design a course that would meet the
specific needs of a particular group of learners. Designing an ESP course begins by asking
and answering a set of questions which create the basis for designing a syllabus, writing or
adapting teaching materials, specifying classroom teaching, and determining the form of
evaluation. In order to design an ESP course, the teacher needs to know why ‒ the reasons
for learning the language; who ‒ stakeholders involved in the process; where ‒ the
potentials and limitations of the place where the learning is going to happen; when ‒ time
the learning is going to happen as well as available time; what ‒ aspects of the language,
proficiency level, topic areas; and how ‒ methodology employed.
Setting up a new course and creating a syllabus for it implies blending what is
already known with the new elements brought to the classroom by each new learner in
terms of needs, wants, beliefs, attitudes, etc. Dudley-Evans and St John consider needs
analysis „the corner stone of ESP which leads to a very focused course― (1998: 122) whereas
Nunan considers needs analysis as „a family of procedures for gathering information about
learners and about communication tasks for use in syllabus design― (1999: 75). Needs
analysis should help the teacher get a clear picture of what the learners want to learn and
how they want to learn it. In my personal experience, since groups always tend to be mixed
abilities, learners seem to favour an eclectic or ‘mixed‘ approach to instruction.
Discourse analysis is a useful analytic tool for making informed changes in
instructional practices. Both ESP teachers and students should be knowledgeable about
discourse analysis in order to take advantage of the discourse approach to language
teaching and learning. This paper accepts the premise that discourse approach to ESP course
and syllabus design is a prerequisite for an effective ESP course in which the roles of
students, teacher and teaching materials are redefined and autonomous language learning is
promoted. Because of their proficiency level and the nature of the courses themselves, ESP
students benefit from learning language through discourse by far more than less proficient
students attending basic skill English courses. One of the main aims of learning a language
through discourse is to help students become autonomous, life-long learners and at the
same time help teachers become reflective researchers who pay close attention to their
classroom performance.
25
3.2 GENRE OF ESP IN LINGUISTIC TRADITIONS

(Name : Devi Nurul Aulia/ No: 23030-15-0056)
English for Specific Purposes (ESP) courses focus on developing English

communication skills in a specific discipline, such as finance, marketing, management,
human resources, engineering and strategic thinking. Emphasis is given to the language and
communication requirements in a particular professional field. This field specific language
communication training enables participants to master relevant communication and
professional skills and, in so doing, meet the needs of industry locally and internationally.
Knowledge and technical know-how are clearly important, but these must be presented with
an excellent standard of communication skills.
After all, success is not only based on what you know but also on how you can
communicate it. Indeed, communication skills are considered one of the best career
enhancers. In fact, evidence suggests that employers in all occupational fields place greater
value on employees‘ communication skills than they do on their technical skills and rate it as
a top priority for both securing and retaining employment. In ESP, language is learnt not for
its own sake or for the sake of gaining a general education, but to smooth the path to entry
or greater linguistic efficiency in academic, professional or workplace environments. This
means that typically, ESP has functioned to help language learners cope with the features of
language or to develop the competencies needed to function in a specific discipline,
profession, or workplace. Finally, one can say that according to the above definitions, ESP
is goal-directed, it is an approach to language teaching based on learners' goals and reasons
for learning a language as summarized by Hutchinson and Waters (1987:19) who state, ―ESP
is an approach to language teaching in which all decisions as to content and method are
based on the learners' reasons for learning‖.
To begin with I am going to talk about the development of English, particularly
English as an international language. When a language is called the lingua franca, we clearly
know that it is a language that is widely used as a means of communication among speakers
of other languages. The acknowledgement of English language as the lingua franca of most
activity in the international setting has been generally recognized (Crystal, 1997) and it is not
a shocking phenomenon that most people learn English just to communicate with English
speaking people. In the era of globalization, people have now realized the importance of
English and the need to master the English language therefore the role English has
expanded tremendously. This can be seen in the use of English at a higher level of education
as in 'specialized area of research and scholarship' (Faiz, 2010) and the most apparent proof
can be seen in the number of English speakers. Estimates of the numbers of English speakers
26
are difficult to make however, according to Summer Institute for Linguistics (SIL) Ethnologue
Survey (1999), the numbers of English native speakers are approximately 330 million which
has shown the proof that English is extensively used around the globe.
According to Hutchinson and Waters (1987), ESP was not a 'planned and coherent
movement' but it has emerged because of numerous unified trends based on notably three
main reasons that have been identified in the emergence of ESP: the demands of a Brave
New World, a revolution in linguistics, and focus on the learner. Hutchinson and Waters
(1987) have emphasized two key historical periods that gave life into ESP. In 1945, it was the
end of the Second World War which had brought with it an " ... age of enormous and
unprecedented expansion in scientific, technical and economic activity on an international
scaleâ€¦" which was then had given rise to the creation of two forces: technology and
commerce world which then had initiated a 'demand for an international language'. Because
of the importance of technology and commerce in this period, the demand for English to
suit those needs had vastly expanded and people now learn English because of very specific
reason: because English had become the language of technology and commerce.
Long time ago, the learning of English (or other language) was never this lucid.
People used to ponder why it is essential to learn a language, now that English had become
so powerful and influential; corporate people used English to promote their product
globally, technicians who had to use English to read the manuals, researchers who needed
English to be able to read textbooks and journals in English for their research. Because
English was crucially imperative, it had created a brand new type of learners who indeed
understand why they need English for and they surely know how to strike while the iron is
hot. In addition, the Oil Crisis of the early 1970s was one of the factors that contributed to
the development. English had suddenly become a big business and due to this it had
created time and money constraints that lead to 'the need of cost effective courses which
clearly defined goals'. English has now become 'subject to the wishes, needs and demands of
people other than language teachers' (Hutchinson & Waters, 1987, p.7).
This chapter provides an overview of genre study within English for Specific Purposes
(ESP), a field that bridges linguistic and rhetorical traditions. We will begin by defining ESP
and identifying key similarities and differences between ESP and Systemic Functional
Linguistic (SFL) approaches to genre, and then we will describe how ESP approaches have
drawn on linguistic traditions in the process of developing their methods of applied genre
study and teaching. We will examine these approaches, track major developments and
critiques over the last twenty years, and then conclude by anticipating how ESP genre
approaches relate to but also differ from more rhetorical and sociological approaches to
genre. English for Specific Purposes focuses on studying and teaching specialized varieties of
27
English, most often to non-native speakers of English, in advanced academic and

professional settings. ESP is often used as an umbrella term to include more specialized
areas of study such as English for Academic Purposes (EAP), English for Occupational
Purposes (EOP), and English for Medical Purposes (EMP). ESP‘s expanded interest from
descriptive analyses of linguistic features to analyses of genres and their communicative
functions not only helps distinguish ESP research from corpus linguistics, but also reveals
similarities and distinctions between ESP genre analyses and systemic functional linguistic
genre analyses. There are several ways in which SFL and ESP genre approaches compare to
and differ from one another.
They both share the fundamental view that linguistic features are connected to social
context and function. And they are both driven by the pedagogical imperative to make
visible to disadvantaged students the connection between language and social function that
genres embody. Both ESP and SFL genre approaches are also committed to the idea that this
kind of explicit teaching of relevant genres provides access to disadvantaged learners. While
SFL and ESP genre approaches share analytical strategies and pedagogical commitments,
they differ in subtle but important ways. Most obviously, they differ in their applied target
audience, with SFL genre approaches generally targeting economically and culturally. .
This difference in target audience has important implications for how SFL and ESP
approaches perceive and analyze target genres. Because both approaches teach explicitly
genres often assumed to be tacitly acquired via the normal progression of academic
acculturation but denied disadvantaged students. The differences in target audience and
genre focus between SFL and ESP approaches highlight a related difference in
understandings of context. Because SFL approaches generally focus on pre-genres, they have
tended to define context at a fairly macro level. As we discussed in the previous chapter, SFL
genre approaches locate genre at the level of context of culture. ESP genre approaches,
however, locate genres within more specifically defined contexts.
Because it is communicative purpose that gives rise to and provides the rationale for
a genre and shapes its internal structure, communicative purpose often serves as a starting
point for ESP genre analyses. A typical ESP approach to genre analysis, for example, will
begin by identifying a genre within a discourse community and defining the communicative
purpose the genre is designed to achieve. From there, the analysis turns to an examination
of the genre‘s organization its schematic structure often characterized by the rhetorical
moves it undertakes, and then to an examination of the textual and linguistic features.
It realizes the rhetorical moves. The trajectory of the analysis thus proceeds from a
genre‘s schematic structure to its lexico-grammatic features, all the while attending to the
genre‘s communicative purpose and the discourse community which defines it. The process
28
is by no means linear or static, but generally speaking, it has tended to move from context to
text. Not all ESP genre researchers will follow all these steps, but together these steps
provide insight into the range of ways ESP genre researchers go about conducting genre
analyses in academic and professional contexts. The first step involves placing a given genre-
text in its situational context. .
Step two involves surveying the existing research on the genre. With the genre
identified and contextualized, step three involves refining the researcher‘s understanding of
the genre‘s discourse community. This includes identifying the writers and readers who use
the genre and determining their goals and relationships to one another, as well as the
material conditions in which they function in short, identifying the reality which the genre
represents. Step four involves the researcher collecting a corpus of the genre. Step five
introduces an ethnographic dimension, the researcher conduct an ethnography of the
institutional context in which the genre takes place in order to gain naturalistic insight into
the conditions in which members of a discourse community use the genre.
Step six moves from context to text, and involves the decision regarding which level
of linguistic analysis to explore lexico-grammatical features. This general approach to genre
analysis within ESP from identifying purpose to analyzing a genre‘s rhetorical moves and
how these moves are carried out textually and linguistically and the research that has
emerged from it has contributed greatly to our knowledge of discipline-specific genres,
notably research articles as well as that operate behind the scenes of research articles. Such
knowledge has enabled graduate-level non-native speakers of English to gain access to and
participate in academic and professional discourse communities.
In recognizing the complexity of communicative purpose and broadening the range

of analysis to include sets of communicative purposes, recent ESP approaches to genre study
acknowledge the dynamic, interactive nature of genres. In addition to analyzing occluded
genres that function behind the scenes of more dominant genres. Attending to networks of
genres reveals that genre competence involves knowledge not only of individual genres, but
also of how genres interact with one another in complex ways to achieve dynamic purposes.
To examine genre inter-textuality, some ESP researchers have emphasized ethnographic
approaches to genre study. Despite recent attempts to bring a more dynamic, complex
understanding of genre into ESP classrooms, ESP genre approaches have been subject to
critique by scholars who contend that such approaches are often subject to a pedagogy of
accommodation, prescriptiveness, and genre competence rather than genre performance.
To counterbalance these motivations, some ESP scholars have called for a more
critical approach to genre study and teaching within ESP. Even when more recent ESP genre
29
research has acknowledged the sociological nature of genres, how genres not only embed
social realities but also construct them, the emphasis of ESP genre analysis has remained on
explicating genre conventions against the backdrop of the genre‘s social context. So while
both ESP and Rhetorical genre approaches recognize genres as relating texts and context,
the point of emphasis and analytical/pedagogical trajectory of each approach has differed,
so that, generally speaking, in ESP genre study, context has been used to understand texts
and communicative purposes while in Rhetorical Genre Studies, texts have been used to
study contexts and social actions in particular, how texts mediate situated symbolic actions.
REFERENCE
http://www.witslanguageschool.com/NewsRoom/ArticleView/tabid/180/ArticleId/341
/What-are-English-for-Specific-Purposes-courses.aspx
http://cte.univ-setif.dz/coursenligne/Bouzidassia/co/cours_11.html
https://www.ukessays.com/essays/english-language/what-is-english-for-specific-
purposes-english-language-essay.php
CHAPTER IV:
PSYCHOLOGY, THEORIES OF LEARNING AND ESP
4.1 THEORIES OF LEARNING AND LANGUAGE LEARNING IN ESP

Compiled by: Yesi Uyun
Learning is basic to human existence and fundamental to education. It is the base of

operation for the study of psychology and to understand the human mind. Indeed no other
topic in psychology has been as thoroughly researched as that of learning. The problem of
learning has concerned students of human behavior and their thinking rule-governed from
the beginning and is has been central concern with the issues and problems of learning.
Learning factors has been analyzed and systematized. Many factors are influencing the
learning process, their cognitive, affective, and psychomotor. Cognitive is an aspect that
takes the learner to be active of information. The basic teaching technique associated with a
cognitive theory of language learning is the problem-solving task. In affective factors,
students must have good attitude in their learning. People think, but they also have feelings.
We believe that human beings always act in a logical and sensible manner. How the students
can apply their skill in learning process is called as psychomotor.
30
While ESP, particularly English for Commercial Purposes, has its origins deep in the
history of language teaching (see Howall 1984 p.218). ESP is not different in kind from any
other form of language teaching, in that it should be based in the first instance on principles
of effective and efficient learning. Though the content of learning may vary there is no
reason to suppose that the processes of learning should be any different for the ESP learner
than for the General English learner. There is, in other words, no such thing as an ESP
methodology, merely methodologies that have been applied in ESP classrooms, but could
just as well have been used in the learning of any kind of English. In this case, we can call ESP
as an approach to language learning, which is based on learner need. Then it is an approach
to language teaching in which all of the decisions is to content, and methods are based on
the learner‘s reason for learning.
There are several theories of learning which have popular in our daily learning,
behaviorism, cognitivism, and constructivism. They are also the three broad learning theories
most often utilized in the creation of instructional environments. These theories, however,
were developed in a time when learning was not impacted through technology. Over the last
twenty years, technology has reorganized how we live, how we communicate, and how we
learn. Learning needs and theories that describe learning principles and processes should be
reflective of underlying social environments. Vaill (1996:42) emphasizes that ―learning must
be a way of being – an ongoing set of attitudes and actions by individuals and groups that
they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring
events…‖
Behaviorism as the learning by habit information cannot be separated with Audio
Lingual Method. It provided the theoretical underpinning of this method in 1950s until
1960s. This method has assumptions that learning language should reflect and imitate the
perceived processes of mother tongue learning. Another concept in this method, that
stimulus-responses have the main role which was interconnected. Stimulus influencing the
response and the response will receive what stimulus did. That was the behaviorist
perception and also can be practiced in Audio Lingual Method. The ALM becomes familiar to
many language teachers because it has easiest method inside, drills and repetition. Some
perceptions that were related of this method are:
a. Never translate.
b. New language should always be dealt with in the sequence: hear, speak, read, and
write.
c. Frequent repetition is essential to effective learning.
d. All errors must be immediately corrected.
31
Drills are the basic exercise technique of behaviorist methodology. In other words,
teachers also use the pattern practice technique to create an interesting, and good in
understanding the materials in their class or in the course. This technique still used in ESP
language drills as in the examples below:
- Who‘s Dr. Faizal Risdianto?
- He‘s an English lecturer, isn‘t he?
- Who does Ronaldo work for?
- He works for the Real Madrid, doesn‘t he?
Pattern practice exercise still has a useful role in language teaching although it is only
as one part of the whole learning process. In the period of time that learning must develop
as fast as it can develop. Learning is not just about imitative habit formation, but pattern
practice exercise also has a place to improve the learning process in a modern methodology.
It is also a good technique if the pattern practice exercise can be applied in ESP class. They
will have more improvement on their course.
Behaviorism theories have a role in learning process, also in ESP course. Although
ESP program designer face a difficult challenge in creating the situational course design in
which teachers are able to take a role on their teaching experience and talents. Then they
ensuring that the learners must have to develop their skills and first, decide the needs and
wants analysis to ensure. In fact, in behaviorism perspective learning is a habit of
information, so from this perspective while in ESP learning is mechanical process as habit of
information and proceeds by means of the frequent reinforcement of stimulus and response.
In particularly, behaviorism is concerned with epistemology, with understanding the nature
and limits of knowledge. So, it needs to take a deep in understanding this theory which is
also related to the ESP teaching and learning.
While in behaviorism theory of learning emphasized on passive learners, in the
cognitive theory, learners have to be an active to get the information from another situation.
Cognitivism takes a computer information processing model. This model explained that
learning is viewed as a process of inputs, managed in short term memory, and saved for a
long term memory. Cindy Buell clarifies this process: ―In cognitive theories, knowledge is
viewed as symbolic mental constructs in the learner‘s mind, and the learning process is the
means by which these symbolic representations are committed to memory.‖ Then learning is
a process in which data can be made a sense and learning can be said as a process of
interpreting a meaningful or pattern on the data. In simple term, it means that learn by
thinking about and trying to make sense of what we see, feel, and hear.
32
Behaviorism and cognitivism view knowledge as external to the learner and the
learning process as the act of internalizing knowledge. If we take a look from these two
theories, it will be different in perceptions. The aspects of cognitive can be found in learning
how to learn, social role acquisition, intelligence, learning, and memory as related to age.
The cognitive theory or code details that learning is the answer of many theoretical and
practical problems raised by behaviorism. The basic teaching technique that was deal with
cognitive theory of language learning is the problem-solving task. In ESP, some exercises
have been modeled as long as it was associated with the learner‘s subject specialism. This
theory also has a significant impact on ESP through the development of courses, especially
to teach reading strategies. But if we just used the cognitive view as the learning theories in
ESP, of course is not sufficient. To complete our understanding about ESP we need an
affective view too, because ESP is very special materials, so we need also to know about the
attitude of the learners. This attitude is the way to see how the learners do, their good and
bad, their weakness, and their passion in joining the course.
On the other hand, in constructivism suggest that learners create knowledge based
on understanding their experiences (Driscoll; 2000:376). Constructivism not only focused on
fulfilling the knowledge, but learners have to create the meaning. Learners often decide their
own learning, also in ESP course, whether they want to choose the very special material on it,
or another special one. Constructivist asserting that real-life learning is not simple, but it was
messy and very complex. Learning is not just about imitated their habit and their behavior,
but learning is also thinking, understanding, and doing their knowledge. They must
knowledgeable.
ESP methodology is based on the fundamental principle that it needs a target a
target learners and use teaching materials and practices that will facilitate learners to find
their needs. In fact, identifying needs, developing materials, and implementing effective
teaching practice take serious challenges. So, it should raise the new method and approach
to solve the challenges. In the latest trends, ESP uses the learning-centered approach as the
new approach to ESP. That is the superiority of methodology, of learning process rather than
the linguistic basis. The concern in each case is with describing what people do with
language. But there was a different concern (op.cit. p.14):
Our concern in ESP is not with language use – although this would help to define the
course objectives. Our concern is with language learning. We cannot simply assume
that describing and exemplifying what people do with language will enable someone
to learn it […]. A truly valid approach to ESP must be based on an understanding of
the processes of language learning.
33
Whereas a language-centered approach says: This is the nature of the target situation
performance and it will determine the ESP course, and a skills-centered approach says: That
is not enough. We must look behind the target performance data to discover what processes
enable someone to perform. Those processes will determine the ESP course. A learning-
centered approach says: That is not enough either. We must look beyond the competence
that enables someone to perform; what we really want to discover is not the competence
itself, but how someone acquires that competence.
Actually, theories of learning have relation with language learning in ESP. There were
not simple as we look, but it was complicated. It can be viewed from the process of learning,
the parts of the theories that can be learned, the advantages and disadvantages from each
theory, and another reason which have been written above. In conclusion, the reality in
language learning after we learned about those theories deeply and in sufficient detail is we
can choose the theory which is appropriate with our passion. But we have to take a deep
understanding to get a special knowledge from them.
REFERENCES
Abidin, Khoiru Rahman. 2009. Register Journal: The Concept of Language Learning in
Behaviorism Perpective. Vol. 2 No. 2. STAIN Salatiga: English Department of
Education Faculty.
Sa‘adi. 2010. Register Journal: Introduction to Views of Connectivism Theory of Learning. Vol.
3 No. 2. STAIN Salatiga: English Department of Education Faculty.
Vijay Bhatia, and friends. Journal: ESP in the 21st Century: ESP Theory and Application Today.
City University of Hongkong, Waseda University, Mukogawa Women‘s University.
Tom Hutchinson and Alan Waters. 1991. English for Specific Purposes: A Learning-Centred
Approach. New York: Cambridge University Press.
4.2 LEARNING METHOD OF SONGS BASED LEARNING

(Nur Hidayah/23030150084)
In the current era of globalization, we are not only required to be technologically

literate but also have other supportive skills. One of them is active communication skills with
English. As we know English is an international language used as a means of communication
between countries. Once the importance of the role of English in the international world is
English is included in one of the subjects taught in every formal educational institution
ranging from elementary to university level in Indonesia.
34
Now there are many new and fun methods or ways that can be used in learning.
Because fun and creative learning method can makes students easier to understand the
material. Ease of this kind is expected to be applied by many teachers to make the learning
process in the classroom more interesting and fun and to make it easier in the delivery of
material.
The song is no longer the case for the community. Even the song is inherent in the
daily life of society. Each song has a different meaning and purpose. Many benefits come
from listening to songs, depending on the type of song being listened to. The song itself can
also be used as a medium of learning in the classroom.
Song based learning is a learning method that is quite fun to use in learning. This
method aims to improve the ability of students, especially in the field of listening and
speaking. This method has been widely applied by teachers in teaching students because it
is considered very interesting and fun for the students themselves.
The learning of Song base Learning aims to improve students' ability in English
lessons. Songs based Learning in English lessons is expected to develop Listening and
speaking skills by utilizing music as a medium of learning. In the learning process, Song base
Learning method is used to improve students' English proficiency especially listening and
speaking skills.
Songs have become part of human life ever since they realized their life. Through
songs, people can get fun, entertainment, and even learn the language. Related to this,
Schoepp argues that the song has become part of human experience. Songs have become
an integral part of human language experience (Schoepp, 2008). Griffith (1992: 3) states:
"Songs refer to pieces of music that have words". Flattum (2008) confirms the song as a
combination of melody and lyrics coupled with harmony, rhythm or bit. The song has a
structure that usually consists of repetitions of poetry and chorus.
Based on some of the above definitions, it can be concluded that the song is a
combination of music consisting of melodies and lyrics or a composition of words and
music, which has harmony, rhythm, and bit and has a structure in the form of repetitions of
poetry and chorus, which can be accompanied with musical instruments or without
instruments.
English language teaching experts as a foreign language recognize that the song has
great benefits in learning. Murphey (1993: 3) raises several reasons why teachers need to use
the song as a teaching instrument, as follows: ―Song appears to precede and aid the
development of language in young children, works on our short and long term memory, may
strongly activate the repetition mechanism of the language acquisition device, is more
35
motivating than other texts, relaxing, short, self-contained texts, recordings, and films that is
easy to handle in a lesson.‖
In the above quotation, Murphey asserts that the song directs and fosters the
language of children, can work on short-term and long-term memory, activates the
mechanism of repetition of language acquisition tools, more motivating than other text,
relaxes, and is usually short and contains text easy to use in learning.
Griffee (1992: 4) classifies six (6) categories of advantage in the use of songs and
music in language classes, namely (1) Classroom atmosphere, i.e. songs and music used to
provide relaxed situations to students, and a fun class atmosphere, (2) Language (3) Cultural
input, i.e. song and music (especially pop music) is a reflection of the author at a particular
time and place, in which it provides cultural recognition, (4) Text, (5) Supplement, i.e. the
song is used as a complement to the textbook, and (6) Teaching and Student interest, i.e. the
song can be used to teach conversation, vocabulary, grammatical structure, pronunciation,
pattern practice, and memory stabilization, and can provide a special attraction for students.
From all the above opinions, it can be concluded that the song has many benefits to
teach the language more fun that can make it easier for students to remember the language,
language and natural bits of language, and can engage their feelings more deeply on the
lesson. Various benefits of the song, in general, can be seen from several sources, namely
linguistic, psychological/affective, cognitive, and social.
Seeing students' issues of interest and ability, automatically learning that should be
used is a fun lesson for them. One of the lessons that offer an atmosphere of play is Songs
Base Learning or learning using fun song lyrics.
This is based on the view of Shipley who believes ―Music helps children develop
cognitive skills, as well as enhances language skills, by singing song, children learn language
appreciation, vocabulary and rhyme‖ (Shipley, 1998), which means that music aids students'
cognitive abilities in addition to increased abilities language, in addition, they learn to
appreciate the language, vocabulary, and sentences simple sentences.
Learning English at an early age by using familiar and fun music will be a special
motivation for students in learning. When the learning process is conducted using English-
speaking music, the first skill learned is listening, as an introduction to the four skills that
must be possessed (listening, reading, writing, and speaking) (Griffe, 1992). Other skills that
are obtained are the students are indirectly invited to speak (speaking) by asking them to
follow the music from the song used in learning.
In order to use the song for learning media, a teacher must be observant in choosing
the type of song, the level of ease of the song, the meaning of the song, and the target level
and character of the learner. This is necessary because the use of songs that are not
36
appropriate and without seeing the target (level of learners), will feel less useful. This is
because not achieving the desired learning objectives.
Perhaps this method is rarely used by teachers because it is considered not too
focused on learning English itself. But the use of learning methods like this is very
appropriate to improve students listening and speaking ability. As we know that listening
and speaking skills are very important for students at all levels of education. Listening and
speaking skills will also be useful for students beyond learning activities, in their social life.
Because there will be time for students to be able to face the times that require them to
master the language skills better.
This method can be applied not once in every meeting, or it may be applied during
one weekly meeting. For example in one week English teachers have meeting time for three
meetings greetings a week, then take a meeting to use the method of song base learning. Or
if it is not possible to use the strategy, teachers can apply it in every meeting using the first
10 or 20 minutes to do listening activities with songs that have been prepared previously.
After doing the listening activity asks the students to learn to pronounce every song
lyrics provided, if experiencing difficulties then the teacher must justify the error of the
pronunciation of students. Even an expert in English is also having difficulty in pronunciation
of a particular word. For more clear and easy we can use the following steps:
1. Make context, in which case the teacher needs to explain the purpose and
background information.
2. Teach in advance the vocabulary that is considered important by using visual aids.
3. Play the songs so that students can listen, show their understanding and begin to be
familiar with the rhythm and tone.
4. Do listening activities continued
5. Notice pronunciation for example identify patterns of intonation, stressed words or
syllables.
6. Encourage students to listen, repeat, and practice singing and learning the song.
7. Give written notes text song. Related to this teacher does not necessarily have to give
a complete record of the song he taught. Teachers can package it into interesting
activities and learning-oriented.
8. Encourage students to compare it with similar types in their mother tongue, or
national language.
9. Show them either together, individually, group, in pairs
By applying the song base learning method is expected to make students familiar
with the English language in their daily lives. When they get used to hearing words in
37
different languages their brains will be frank to find out what they are listening to in the
meaning of the song. For speaking skills alone may need another method for students to
familiarize themselves with speaking in a foreign language. But this method can also be used
as the beginning of habituation of students in developing their speaking skills.
The selection of songs must also be adjusted to the level of student education. For
elementary school, students may be able to use the children's song English a fun. For junior
high school, we can use songs that are easy to understand when heard, as well as songs that
contain lyrics that do not lead to negative things, such as songs that are able to provide
learner spirit for students. For senior high school, we can use songs that are slightly more
complicated lyrics; the goal is that they are more active in finding out the intent of the song
they are listening to, choosing songs that are able to motivate them, giving them another
point of view about a thing.
From the above exposure can be concluded that the method of Song Based Learning
is an effective method to deliver learning because this method is a method that is quite fun
and creative. By using media songs that are already familiar with the life of students, this
method can be said to be interesting to apply.
REFERENCE
Ratmaningsih, Ni Made, dkk. (2013). Pembelajaran Bahasa Inggris Berbasis Tema Melalui
Lagu Kreasi Di Sekolah Dasar. Diunduh pada 28 Mei 2018 pada
https://ejournal.undiksha.ac.id/index.php/JPKM/article/view/9127
Muhsin, Muh.Arief. 2012. Pembelajaran Media Songs Base Learning Siswa Kelas VII Smp
Negeri 1 Sinjai Borongkabupaten Sinjai. Diunduh pada 28 Mei 2018 pada
https://www.researchgate.net/publication/310060858
4.3. THE MOST EFFECTIVE LEARNING THEORY IN TEACHING ESP

(NAME: Nur Hidayah/NO: 23030150073)
Each ESP diamond must use English related to each of its fields, and has its own base
that must be mastered by the students at the end of the learning process. English Specific
Purposes, especially in the field of hospitality school more than language in the context of
grammar and language structure. In this case it is related to the terms of hospitality which is
the language used for the calculations in the academic hospitality. this case the need for a
theory of learning in accordance with the teaching of ESP for the hospitality school.
38
Learning is an active process in which learners discover and construct new

ideas/concepts based on their current/prior knowledge. The issues that guide this process
must be personally or socially relevant. Bruner believed that the learner selects information,
constructs ideas based on that information and makes decisions by relying on their own
cognitive structure of information. Learning theories are conceptual frameworks that
describe how students absorb, process, and retain knowledge during learning. There are 3of
learning theories:
1. Behaviorism: changes in what students do
Behaviorism is a perspective on learning that focuses on changes in individuals‘

observable behaviors— changes in what people say or do. At some point we all use this
perspective, whether we call it ―behaviorism‖ or something else. The first time that I drove a
car, for example, I was concerned primarily with whether I could actually do the driving, not
with whether I could describe or explain how to drive. For another example: when I reached
the point in life where I began cooking meals for myself, I was more focused on whether I
could actually produce edible food in a kitchen than with whether I could explain my recipes
and cooking procedures to others. And still another example—one often relevant to new
teachers: when I began my first year of teaching, I was more focused on doing the job of
teaching—on day-to-day survival—than on pausing to reflect on what I was doing. Note that
in all of these examples, focusing attention on behavior instead of on ―thoughts‖ may have
been desirable at that moment, but not necessarily desirable indefinitely or all of the time.
Even as a beginner, there are times when it is more important to be able to describe how to
drive or to cook than to actually do these things. And there definitely are many times when
reflecting on and thinking about teaching can improve teaching itself. (As a teacher-friend
once said to me: ―Don‘t just do something; stand there!‖) But neither is focusing on behavior
which is not necessarily less desirable than focusing on students‘ ―inner‖ changes, such as
gains in their knowledge or their personal attitudes. If you are teaching, you will need to
attend to all forms of learning in students, whether inner or outward.
2. Constructivism: changes in how students think
Behaviorist models of learning may be helpful in understanding and influencing what

students do, but teachers usually also want to know what students are thinking, and how to
enrich what students are thinking. For this goal of teaching, some of the best help comes
from constructivism, which is a perspective on learning focused on how students actively
create (or ―construct‖) knowledge out of experiences. Constructivist models of learning differ
39
about how much a learner constructs knowledge independently, compared to how much he
or she takes cues from people who may be more of an expert and who help the learner‘s
efforts (Fosnot, 2005; Rockmore, 2005). For convenience these are called psychological
constructivism and social constructivism (or sometimes social cultural theory). As
explained in the next section, both focus on individuals‘ thinking rather than their behavior,
but they have distinctly different implications for teaching.
3. Psychological constructivism: the independent investigator
The main idea of psychological constructivism is that a person learns by mentally

organizing and reorganizing new information or experiences. The organization happens
partly by relating new experiences to prior knowledge that is already meaningful and well
understood. Stated in this general form, individual constructivism is sometimes associated
with a well-known educational philosopher of the early twentieth century, John Dewey
(1938–1998). Although Dewey himself did not use the term constructivism in most of his
writing, his point of view amounted to a type of constructivism, and he discussed in detail its
implications for educators. He argued, for example, that if students indeed learn primarily by
building their own knowledge, then teachers should adjust the curriculum to fit students‘
prior knowledge and interests as fully as possible. He also argued that a curriculum could
only be justified if it related as fully as possible to the activities and responsibilities that
students will probably have later, after leaving school. To many educators these days, his
ideas may seem merely like good common sense, but they were indeed innovative and
progressive at the beginning of the twentieth century.
As English continues to dominate in business, technology , media, education,
medicine, and research, the demand for English for specific purposes (ESP) is rapidly
growing to fulfill people with an instrumental purpose. ESP have been implemented since
the early ESP courses are offered to students f or meeting their specific needs,
responding to the significant demand for English in academic and vocational contexts
1960s.
English as the language of business, science and academia is so widespread that as
Bolton (2008) states ―English is now an Asian language. ‖He does however raise questions
about proficiency levels. This concern about proficiency is important in ESP (English for
Specific Purposes) because the language used must effectively and efficiently receive
and convey messages for work or professional purposes.
The hospitality industry is one of the largest components of the global
economy. The rapid development of the hospitality industry can directly affect language
40
needs. Employees of the hotel industry have the same pressure to communicate
efficiently with English-speaking hotel clients development of the hospitality industry
can directly affect language needs. Employees of the hotel industry have the same
pressure to communicate efficiently with English-speaking hotel clients. the most
important thing that cannot be forgotten is the students of the hotel that will plunge into
the world of hospitality industry. Before entering the hospitality industry students must learn
the world of hospitality first. an important aspect that cannot be forgotten in the hospitality
is communication and not separated from English as a language used as a communication
tool. in the learning process there must be appropriate application of theory of learning .
Kind of learning theory that has been described in the beginning is Behaviorism,
Constructivism and Psychological constructivism of the three learning theories that are in
line with ESP teaching for hospitality schools are Psychological constructivism: this theory is
more appropriate and effective for learning
Hospitality management, travel, and tourism management departments have
different learning styles compared to other student programs (Barron & Arcodia, 2002; Dale
& McCarthy, 2006). Learning styles integrate one's cognitive, affective, and psychological
characteristics (Cassidy, 2004). Conner (2007) suggests that learning styles are primarily
related to the current perceptions, organizations, processes, and information developed over
the past decade. Neil Fleming developed the VARK in 1987, and its seminal publication
appeared in 1992. Fleming suggests that people prefer the sensory pathway to learn by type
of learners, which are classified as four learning styles of VARK models (Visual / view, Aural /
listening, Read / Write , Kinesthetic / natural). Kolb (1984) divides the learning styles into
four areas: deviating (feeling and watching), assimilating (watching and thinking), uniting
(doing and thinking), and accommodating (doing and feeling). Honey and Mumford (1995)
identify four major learning styles in which people have a preferred learning style that
determines how they enjoy learning: pragmatics, reflectors, activists, and theorists.
REFERENCES
Hospitality and Tourism Management in Australia. Journal of Hospitality, Leisure, Sport and
Tourism Education 1(2), 1-13. 2
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures.
Educational Psychology, 24, 419-444.
Chang, W. Y. (2009). A needs analysis of applying an ESP program for hotel
employees. Yu Da Academic Journal, 21, 1-16.
Chang, T. Y., & Hsu, J. M. (2010). Development framework for tourism and hospitality in
higher vocational education in Taiwan. Journal of Hospitality, Leisure, Sport, and
Tourism Education, 9(1), 101-109.Retrieved Sepetember 4, 2012, from ProQuest database .
41
Chen, P. C., Chiu, W. Y., & Lin, T. Y. (2011). A study constructing a holistic English for
specific purposes (ESP) curriculum model for tourism and hospitality English. Education
Research Journal, 1(5) pp. 84-93.
Chen, K. C. & Groves, D. (1999). The importance of philosophical relationships
between tourism and Hospitality curricula. International Journal of Contemporary
Hospitality Management, 11(1), 37-42.
https://www.uwplatt.edu/files/ttc/idarticle.pdf
4.4 THE MOST APPROPRIATE LEARNING’S THEORY IN TEACHING ESP

Compiled by : Ari Lestari
Learning theories are conceptual frameworks that describe how students absorb,
process, and retain knowledge during learning.[1] Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how understanding, or a world view,
is acquired or changed and knowledge and skills retained. There are 3 of learning theories:
1. Behaviorism: learning as habit formation

This is the first theory of learning by Pavlov in Soviet Union and Skinner in the
United States. In this theory said that learning is the connection process of habit
formation and given value by quality of the frequent action of continuous stimulus
response. This method is very good because it is concluding a set of guiding
methodological principles which is based on the behaviorist stimulus response
concept and secondly on as assumption that second language learning should reflect
and imitate the process of mother tongue language.
2. Mentalism: thinking as rule-governed activity

The reason why they argued that because in the language learning process,
the learners still translating things, asked for rules of grammar, found repeating
things and sometime failed to learn something even though they already learn the
thing so many times. In the learning language, having thinking as rule-governed
activity was also the step in learning which learning not only consist of forming habit,
but also acquiring rules where the process in which the experience of somebody is
being used by the mind to formulate hypothesis. The, the hypothesis will be tested
and modified by subsequent experience. The mind that is being used not only
response to a stimulus, but in here the individual stimuli is used in order to find the
underlying pattern or system in learning language.
42
Cognitive code: learners as thinking beings
In behaviorist theory, the learners pretend to be a passive receiver of

information, but in cognitive theory, the learners are being the active processor of
information. The learning process and using a rule make the learners to think and use
their mental power to understand the rule from the mess data and find the
appropriate time or situation to use the application of rule. Therefore, in cognitive
theory, learning is a process in which the learner tries to make a sense of data.
Learning can also means that the learner has managed to force some sort meaningful
interpretation or pattern on the data. In other word that we learn by thinking and
trying to make sense of what we see, feel, and hear.
3. The Affective Factor: learners as emotional beings
People think, but they also have feelings. It is one of paradoxes of human
nature. Although we are all aware of our feeling and their effect on our action, we
invariably seek answers to our problem in rational terms. It is as if we believed that
human beings always act in a logical and sensible manner. This attitude affects the
way we see learners – more like machines to be programmed than people with likes
and dislike, fears, weaknesses and prejudices. But learners are people. Even ESP
learners are people. They may be learning about machines and systems, but they still
learn as human beings.
4. Learning and Acquisition

Much debate has recently centered on the distinction made by Stephen
Krasben (1981) between learning and acquisition. Learning is seen as a conscious
process, while acquisition proceeds unconsciously. We have not in this section paid
much attention to this distinction, using the two terms interchangeably. This reflects
our view that for the second language learners both processes are likely to play a
useful part and that a good ESP course will try to exploit both.
5. A Model for Learning
In the light of the ideas we have discussed we will now present a model of the
learning process, which will provide a practical source of reference for the ESP
teacher and course designer. The reasons why we have pictured the mind as
operating:
a. Individual items of knowledge, like the towns, have little significance on their
own. They only acquire meaning and use when they are connected into the
network of existing knowledge.
43
b. It is the existing network that makes it possible to construct new connections. So

in the act of acquiring new knowledge it is the learner‘s existing knowledge that
makes it possible to learn new items.
c. Items of knowledge are not of equal significance. Some items are harder to
acquire, but may open up wide possibilities for further learning competence.
Think of these leaps as the crossing of rivers, mountains and other major
obstacles.
d. Roads and Runways are not built haphazardly. They require planning. The road
builder has to recognize where problems he and work out strategies for solving
those problems arise.
e. A communication network is a system, if the road builder can see the whole
system, the planning and construction of the roads will be not easier. Language is
a system, too. If the learner sees it as just a haphazard set of arbitrary and
capricious obstacles, learning will be difficult, if not impossible.
Multimedia is media that utilizes a combination of different content forms displayed

or accessed using computerized or electronic devices. In Education, multimedia resources
allow the user to go through a series of presentations, text and associated illustrations about
a particular topic in various information formats. Learning theory in the past decade has
expanded dramatically because of the introduction of multimedia resulting in the
development of specific areas of research (e.g. Cognitive load, Multimedia learning). In the
Vocational Scool, there is a major or course that called as Multimedia. In the Vocational High
School, the basic content that use in this course is Multimedia Content Production. It is the
use of several different media such as Text, Animation, Audio, Video, images (graphs)
combined to produce multimedia products such as music, games, movies, entertainment,
etc. In the category of multimedia content production using the media as follows:
1. The basics of multimedia

2. Introduction and Assembly PC
3. Multimedia Etymology
4. Photography and Image Capturing Techniques
5. Learn Basic Animation
6. Multimedia Production Flow
7. Web Management
8. Animation Design
9. Video Shooting
10. Audio and Video Editing
44
11. Drawing Clean-up and Insert

12. Multimedia equipment maintenance
13. Product creation proposal
14. Graphic Art and Picture 2D
15. Stop Motion
16. Special Effects
17. Making Story Board
18. Installation of Basic Operating System
19. Final Project (Final Project of making multimedia products)
Every learner has a different attitude towards learning. The most important key is to
find the ―appropriate‖ method rather than ―specific‖. The syllabus, content and how
to present lesson separate ESP from general English learning. In the ESP classroom, learners
are more likely required to be at intermediate level to be able to achieve their target.
Therefore, learners are guided, observed and differentiated in ESP classrooms rather than
teaching the target language word by word. Language learning is not only acquiring
grammatical structure but also its function. It is important for engineering students to be
able to present their ideas or exchange their opinions or follow the technological
development all over the world. Most universities have been offering ESP courses besides
general English lessons to boost learners‘ confidence in this field.
Hutchinson and Waters (1990) stated that for language learning relevant knowledge
is not enough for learners to make things meaningful but should be used and every
language learner is communicatively competent in one language, but does not know the
special terms or specific forms of the language. Shortly, speaking the language does not
mean you know the language. Knowing language means to be able to have a good
command of language. Everybody speaks one language but how many of us actually have a
good command of mother tongue? Everybody has different vocabulary span because of
their life style and how much and what they read.
When we talk about specific methodology, we mean all language aspects from
reading complex articles to making a presentation. When we chose a method to be used in
ESP classroom we should think of our group of learners and adapt one method with our
teaching materials. Hutchinson and Waters (1987) claimed that there is no specific
methodology for ESP. The same principles apply with ELT methodology in general. It can be
arguable whether there is a specific methodology for ESP. In ESP courses, the teacher has to
put in more effort than in General English courses. As I mentioned in section 2, to find the
45
appropriate or competent method we have to do ―needs analysis‟ for learners and

institution‘s benefits.
From 6 learning theories above, what kind of learning theories that we should to use?
We may conclude that there is no specific method use in Multimedia, but at least there is an
appropriate learning theory that can be used in Multimedia course. Mutimedia course deals
with content processing, so it means that the most appropriate learning theory use in the
Multimedia teaching is ―A Model for Learning‖. The students need a model that can be
practiced, because Multimedia course deals with practiced than theory. They need the real
model to imitate and develope.
REFERENCES
Simandan, D., 2013. Introduction: Learning as a geographical process. The Professional
Geographer, 65(3), pp.363-368.https://dx.doi.org/10.1080/00330124.2012.693872
Donachy, Jack. (2014). Retrived from https://pypinub.wordpress.com/2014/11/09/four-
learning-theories-behaviorism-cognitivism-constructivism-and-connectivism/
Hutchinson, Tom and Alan Waters. (1987). English for Specific Purposes. Cambridge:
Cambridge University. Retrived from: https://espeed2016.blogspot.com/2016/06/chapter-5-
theory-of-learning.html
http://ovieeeeew.blogspot.com/2014/05/pengertian-multimedia-dan-pembelajaran.html
https://www.academia.edu/33114408/IS_THERE_A_SPECIFIC_METHOD_FOR_TEACHING_ESP?a
uto=download
4.5 THINK TO LEARN – COGNITIVE LEARNING THEORY

(Dina Septi Nugraheni/23030-15-0082)
The first thing we have to do is define two key words: cognition and
learning. Cognition is the process of acquiring and understanding knowledge through our
thoughts, experiences, and senses. Learning involves acquiring knowledge through
experience, study, or being taught. Furthermore, Learning is a human process of acquiring
knowledge or mastering knowledge through experience, remembering, obtaining
information or finding.
If you think that these two concepts are awfully similar, you're right. Both are
inexorably linked - learning requires cognition and cognition involves learning. Whenever
you see or hear something new, you go through a series of cognitive processes, which are
the processes that result in learning.
Cognitive learning theory is one of the learning theories that are very influential in
the world of education in educating and teaching. This theory is different and opposes the
behavioristic theory that views learning as a feeding activity between stimulus and response.
46
Cognitive flow views learning more than just involving stimuli and responses, but it also
involves mental activity within the learning individual. According to the flow of cognitive
learning theory, learning is an active mental process to achieve, remember and use the
knowledge possessed by the individual. So the behavior that appears in human cannot be
measured and observed without involving mental processes such as motivation, deliberate,
belief and so forth. The flow of cognitivist prioritizes the thinking (thinking) and mental
aspects associated with it, such as memory (memory).
Although cognitive theory opposes the view of the theory of behavioristic learning,
it cannot deny the behaviorist view of Reinforcement that is also present in cognitive theory.
However, cognitive theory views it differently from behavioristic theory. Behavioristic theory
views Reinforcement as an important part of strengthening or maintaining behavior,
whereas cognitive theory views it as a source of feedback to know what might happen if a
behavior is repeated.
There are FOUR COGNITIVE LEARNING THEORIES ; Gestalt, Piaget, Bruner, and Ausubel.
1. Gestalt Psychology
Cognitive theory emerges and evolves due to the influence of gestalt
theory, with its characters such as Max Wertheimer, Wolfgang Kohler and Kurt Koffka.
The gestalt theory sees learning as a process of understanding (insight) that is
different from behaviorism theory which views learning as a trial and error process.
Understanding insight is the observation and abrupt understanding of the
relationships between the parts in a problem situation. Someone is said to be
successful in the learning process if he/she gets insight. With the insight someone
will understand the problems encountered and able to solve them. Basically every
individual's behavior is based on cognition, that is, the act of knowing and thinking
about the situation in which the behavior takes place. For example, in a learning
situation, direct involvement will make he/she understand. This is an overcome of the
problems.
2. Jean Piaget (Cognitive Developmental Theory)

Piaget is a developmental psychologist because of his research on the phases
of personal development and age changes that affect individual learning abilities. He
explored cognitive theories from different angles and provided educational
psychology with new schemes and learning concepts. Piaget states that learning
47
activities occur based on the pattern of certain stages of development and age, as
well as through the process of assimilation, accommodation, and equilibration.
According to Piaget, the growth of mental capacity provides new mental
abilities that did not previously exist. Intellectual growth is not quantitative but
qualitative. Child intellectual growth contains three aspects: structure, content, and
function. Children who are undergoing development, structure, and intellectual
content changes / develops. Functions and adaptations will be structured to give
birth to a series of developments, each having a special psychological structure that
determines the child's thinking skills. Thus, Piaget interpret intelligence is a number
of psychological structures that exist at the level of special development
3. Jerome Bruner (Discovery Learning Theory)

Bruner says that learning happens more determined by the way a person
organizes messages and information, and it is not determined by age. The learning
process will take place through the stages of childhood, iconic, and symbolic.
Bruner says that subjects can be effectively taught in 13 intellectual forms that
correspond to the child's developmental level. At the beginning level of teaching, it
should be given through meaningful and increasing ways in the abstract direction.
Program development teaching is done by coordinating the mode of presentation of
the material in a way in which the child can study the material, which corresponds to
the child's progress level. Children level progress start from sensory representation
(enactive), concrete representation (iconic) and finally come to the level of abstract
representation (symbolic).
Enactive knowledge is learning something by manipulating objects - doing
that knowledge rather than just understanding it. Iconic learning is learning through
images. In this form, children present knowledge through a picture in their mind.
Symbolic learning is a learning done through the representation of abstract
experiences (such as language) that have absolutely no physical similarity to the
experience. As the name implies, requires knowledge which is abstract, and because
the symbolic learning is similar to the formal operation in the process of thinking in
Piaget's theory.
4. David Ausubel (Meaningful Learning Theory)

According to Ausubel (Burhanuddin, 1996: 112) meaningful learning is a
process of linking new information to relevant concepts contained in a person's
cognitive structure. Cognitive structures include facts, concepts, and generalizations
48
students have learned and remembered. The main factors that influence meaningful
learning according to Ausubel are the existing cognitive structures, the stability and
clarity of knowledge within a particular field of study and at any given time.
Meaningful learning occurs when a person learns by associating a new phenomenon
into their knowledge structure. In the process of learning one constructs what he has
learned and associates new experiences, phenomena, and facts into their knowledge
structures
Cognitive Learning Theory implies that the different processes concerning learning
can be explained by analyzing the mental processes first. It posits that with effective
cognitive processes, learning is easier and new information can be stored in the memory for
a long time. Learning without thinking is nonsense. On the other hand, ineffective cognitive
processes result to learning difficulties that can be seen anytime during the lifetime of an
individual.
Learners should be given the opportunity to do some experiments with physical
objects, supported by interaction with peers and assisted by questions from teachers.
Teachers should provide many stimuli to learners so he/she wants to interact with the
environment actively, searching and finding things from the environment.
From these descriptions, cognitive theory has very large influence in the learning
process, consequently learning in Indonesia, in general is more cognitive oriented (oriented
on intellectual or cognition). The implications are educational graduates or intellectual rich
in learning but poor in moral personality. The learning process should be able to maintain a
balance between the role of cognition and the role of affection (feelings and emotions are
soft), so that educational graduates have a balanced intellectual and moral qualities of
personality.
REFERENCES
Burhanuddin; Nur Wahyuni, Esa. 2010. Teori Belajar dan Pembelajaran. Jogjakarta: Penerbit
Ar-Ruzz Media.
Khalid, M. A. (2015). Journal of Educational and Social Research: Educational Theories of
Cognitive Development, Vol.5, No. 1. 313-321.
Priyanka Gupta. (2017, April 02). What is Cognitive Learning?. Retrieved from
http://edtechreview.in/dictionary/2723-cognitive-learning
Sarah Mae Sincero. (2011, Mar 11). Cognitive Learning Theory. Retrieved from
Explorable.com: https://explorable.com/cognitive-learning-theory
49
4.6 THE COGNITIVE APPROACH IN TEACHING READING ESP TEXTS

(Nurul Hikmah/ : 23030-15-0083)
In this regard requirements in teaching a foreign language in higher educational

establishments have increased. Future specialists are expected to possess colloquial speech
in the professional sphere as well as in everyday life. Development of a competence of this
kind is a complicated and time-consuming process in traditional teaching at non-language
departments. Moreover an insufficient amount of time is allocated for studying a foreign
language at non-language departments, there is no entrance exam on the subject, and the
most of students have a low level of it. Nowadays it is possible to influence the processes of
learning strategies, to train them, to expand the range of active ones.
In the perspective of the cognitive approach a student is an active leader of the
learning process. He actively investigates his training process, as well as his peers' learning
ones. A student constructs his own knowledge; this happens in the learning environment,
formed by the interaction of the teacher, the student and his peers. The way of realizing the
new information must coincide with the natural way of learning inherent in the human
psyche. It is necessary to make students develop flexibility in the application for the
strategies of learning. In an ESP (English for Specific Purposes) course texts are the main
learning material, they are the source for new vocabulary, information, content, and
communicative or reading skills. All students' skills should be taken into account in order to
make work with texts as much effective as possible. Reading skills are needed while working
with large amounts of information. This ensures the success of specialists in the professional
sphere.
Theoretical Part
One of the necessary conditions for effective learning English for Specific Purposes
is authenticity. «The idea of using authentic language material in teaching a foreign
language is generally approved by the vast majority of language teachers, especially in
teaching ESP, where it is hoped to be used for achieving a 'real life communicative purpose'))
(Lee, 1995). Properly selected authentic texts are the main base of training material, in which
necessary terms, appropriate grammatical phenomena and new specific information exist.
«Materials should also function as a link between already learnt ('existing knowledge') and
new information.)) (Hutchinson and Waters, 1 987).
As a rule the ESP texts contain a lot of technical words and are basically of
informative character. It is often claimed that it is not the job of the ESP teachers to teach
50
the technical vocabulary (Barber, 1962; Higgins, 1966; Cowan, 1974). Strevens (1973) claims
that ―learners who know the scientific field may have little difficulty with technical words; but
a teacher who doesn't may have a great deal‖. Some technical words are international ones,
so they don't cause any difficulties for students to understand them. However, according to
Jiangwen and Binbin (2013), there are some circumstances when the teacher's help is
important:
1 . When there are too many unknown technical words the teacher can help the learners to
pay attention to those words which are to be focused on.
2. When doing ESP exercises exploiting a particular context with certain technical
vocabulary, ―it is important that both the teacher and the learners appreciate that this
vocabulary is acting as carrier content for an exercise and it is not the real content of the
exercise.‖ (Dudley - Evans and St John, 1 998)
3 . The learners need the teacher's help when they face some general words used as
technical ones.
4. If a technical word is not cognate with the equivalent term in the student's native
language the teacher will give some explanations.
5. If there is absence of one-to-one relationship between the terms in English and student's
native language the teacher should check whether the students understood the term and
give them guidance in using appropriate sources. 6. Difficulties with the pronunciation
should be solved with the help of the teacher.
Attention and memory, imagination and thinking, emotions and the will, interests
of the reader merge, while reading texts in order to understand them. Therefore one of the
main psychological problems of teaching reading is activation of mental processes of
learners when working with the text.
Cognitive strategy implies interaction with learning materials, manipulating them, the use of
special techniques for learning. It is a cognitive and affective process where readers ―actively
engage with the text and build their own understanding‖. (Braunger and Lewis, 1998). While
reading cognitive processes operate. ―Reading strategies are the cognitive and met cognitive
actions that individuals either consciously decide to use or use automatically when
attempting to access a written text.‖ (Macaro, 2002).
As for opinions of some specialists cognitive strategies are divided into two groups in
accordance with the learning stage. The first group is conceptualization of cognitive
strategies, which have been used to understand the concept of education. The second group
is cognitive mnemonic strategies. (Lopareva,2013). Conceptual cognitive strategies are:
allocating certain characteristics, identifying facts; mapping, establishing correlations;
51
classifying the facts, grouping by topic, category, etc . ; making conclusions by logical
induction / deduction; generalization;
Learning Strategies
The term strategy should not be confused with skill as they are used to refer to two
distinct processes. The terms skill and strategy are used to distinguish automatic processes
from deliberately controlled processes; in other words, skill use is automatic but strategy use
is controlled (Afflebach, Pearson, & Paris, 2008). Learning strategies are divided into three
main categories: metacognitive, cognitive, and socio-affective (O‘Malley & Chamot, 1990).
While learners use cognitive strategies to achieve a particular goal, say, understanding a text,
metacognitive strategies are used to ensure that the reader has successfully done the activity
after it is completed (Livingstone, 1997).
Socio-affective strategies, on the other hand, deal with learners‘ interactions with
others (Brown, 2000). Previous research on learning strategies has revealed that those
learners who use a variety of different learning strategies are more successful in language
learning (Chamot & El-Dinary, 1999; Green & Oxford, 1995; O‘Malley & Chamot, 1990;
Wharton, 2000). As Chamot (2004) claims, a number of models for learning strategy
instruction have been suggested many of which focus on learners‘ metacognitive awareness
promoted by teachers‘ modeling of appropriate learning strategies.
Vocabulary
It is a teacher's job to help students pass through the stages of the cognitive
processes. A teacher should train students to use strategies that are optimal for solving
problems and to provide the students the ability to get the most important ones out of
existing knowledge and skills. In this sense, for the teacher it is vital to understand how to
interact learning methods and the student's abilities. It is necessary to offer a student a
collaboration that will provide the most favorable way of formation the knowledge.
To confirm that a special group of exercises can be recommended to achieve the
objectives and to master the vocabulary, taking into account the requirements of the
cognitive approach. The purposes of such exercises can be: creating the cognitive image of
the word; forming stable association ties of the word with the situation, themes and other
lexical units (lexical development of memory); developing the abilities of students at
predicting lexical material; developing the skills to encode lexical information in different
ways; developing lexical creativity; actualizing the cognitive image of the words to express
intention; developing the ability to highlight the structure of the word semis related to
the culture of the people, and skillfully using such kind of language.
52
It is necessary for a teacher to choose an appropriate method of working with ESP

vocabulary. It helps the students to understand the whole texts, moreover knowing the terms
and the correct use of them develop the professional competence of future specialists. Not
all the textbooks contain glossaries; if they contain, not all the glossaries contain the
necessary terms. That's why it is very important for students to be able to identify the topical
vocabulary in the text. One of the efficient techniques of finding the topical vocabulary in the
text is reading the text marking,
It is a self-activating system for efficient reading and reflection. This strategy helps
students interact with the text and identify what is understood and not understood. Symbols
for marking can be: v- 1 knew this before. ! - This is new for me. ? - I'm not sure what this
means. These symbols can be used not only to mark single words but also the whole
utterances or passages. Areas marked with ! s and ?s should be clarified through discussion,
further reading or research.
Pendent work. Reading materials have been taken from the textbook ―English for
biotechnologists and biologists‖ (Voevodina, et al., 2012). The participants have been divided
into two groups equally, so that there are no differences between the two in terms of
knowledge of English. The reading strategies used in this study have included: Previewing
(guessing the content), Identifying the paragraph structure, Connecting or using prior
knowledge, Vocabulary (guessing meaning from the context), Determining the main idea,
Making conclusions, Asking and answering questions, Sharing ideas.
Conclusions
During the study mainly reading skills have been focused on, so ESP courses
consist not only of reading lessons. At a good ESP lesson all major skills -reading, writing,
listening and speaking together with vocabulary, grammar and translation should be
communicatively - directed, because only in class non - English-speaking students can try
themselves in oral communication under the control of a teacher. An English class is
something like a language laboratory for these students. ESP should focus on learner's
needs. Authentic ESP texts provide a realistic context and immerse the reader in a real
professional sphere. That‘s why they motivate though they can be difficult for understanding
and must be constantly updated because of the rapid changes of the environment.
In teaching reading in an ESP course vocabulary is crucial. Students should be
encouraged to learn as many words as possible, as they must enrich then - vocabulary.
Vocabulary shouldn‘t be taught in isolated terms, it should be taught in a context in order to
enable the students to use it in speaking practice. Any ESP text needs to be read marking or
53
underlining unknown words. While marking students analyze and systematize. They use prior
knowledge and while constructing dwell upon it.
The role of the teacher is boundless though a communicative - directed class is
learner - oriented. The teacher works tirelessly before the lesson thinking how to organize it,
what materials and strategies to use, how to motivate students and how to make them
independent learners etc. Cognitive strategy requires from the teacher creativity, diligence
and much time, but it is worth using.
―Knowledge of strategies is important because the greater awareness you have of
what you are doing, and then learning will be more effective. However, in most classrooms,
learners are unaware of the strategies that could otherwise be of help to them in their
dealing with the reading materials.‖ (Moghadam, 2008).
REFERENCE
Braunger, J. & Lewis, J. (1998). Building a knowledge base in reading, 2nd edition.
Newark, NJ: International reading Association, p.28
Cowan, J.R. (1974). Lexical and syntactic research for the design of EFLreading
materials. TESOL Quarterly, 8, p. 3 89 - 400.
Davidko, Natalya.( 2011). STUDIES ABOUT LANGUAGES.A Cognitive Approach to
Teaching English for Special Purposes (ESP). NO. 18.
https://archive.org/details/13ArdakKhamitova. dikutip pada hari Senin, 30 Mei 2018
(12.09)
Yilmaz, Kaya.(2011). The Clearing House. The Cognitive Perspective on Learning: Its
Theoretical Underpinnings and Implications.84: 204–212.
Zabihi,Reza.( 2011). World Journal of English Language. Strategies Used by Four
Iranian EFL Learners in Reading ESP and GPE Texts: A Think-aloud Case Study. Vol . 1, No. 1;
Yekibayeva, Ninel and Ardak Khamitova .( 2016). Research Paper Language.
Effectiveness of Cognitive Approach in Teaching. Vol: 2. No : 2454-9916
4.7 APPLYING AN AUTONOMOUS LEARNING APPROACH

( Arti Novia / 23030150060)
With the rapid development of science and technology, social interactions are
increasing often. Great number of competitive inter-disciplinary talents are needed in
different professional fields, especially in many work situations, both English and
professional knowledge are required to deal with working matters. Under the condition that
the teaching of general purpose English has not been able to meet this need, the teaching of
―English for Specific Purpose‖ has come to appear its importance. It has been considered as
a separate activity within English language teaching (ELT).
It is believed that for some of its teaching ESP has developed its own methodology
and its research draws on research from various disciplines in addition to applied linguistics
54
(Bojovic, 2006). The purpose of this study is to describe the ways by ESP practitioners can
teach college English more effectively and practically. This essay describes relevant theories
about ESP and learner autonomy, then aiming to illustrate by example the practicability and
extensibility of the theory and mode of learner autonomy in ESP teaching.
English for Specific Purpose
Generally speaking, English for Specific Purposes (ESP) has been seen as part of
English Language Teaching (ELT), and ESP research as a component of applied linguistic
research. However the ―openness to the insight of other disciplines‖ (Dudley-Evans et al.,
1998) makes ESP different from the general English teaching. An ESP practitioner usually
must ―engage with other disciplines through teaching‖, and ―draw on the insights of
researchers in other disciplines‖ (Dudley-Evans et al., 1998). Therefore an ESP practitioner not
only has to take on the responsibility as a teacher, but also to cooperate with subject experts
to find out what students‘ needs are and what kind of tasks they will need to carry out in
their professions.
There are various experts‘ definitions of ESP discipline. As Hutchinson and Waters
(1987) defined it, ―ESP must be seen as an approach not as a product. ESP is not a particular
kind of language or methodology, not does it consist of a particular type of teaching
material. Understood properly, it is an approach to language teaching which aims to meet
the needs of particular learners. ESP then is an approach to language teaching in which all
decisions as to content and method are based on the learner‘s reason for learning‖.
Robinson (1991) stated that ESP is normally goal directed. That is, students study
English not because they are interested in the English language (or English-language culture)
as such but because they need English for study or work purposes. An ESP course is based
on a needs analysis, which aims to specify as closely as possible what exactly it is that
students have to do through the medium of English.
Strevens (1988) claimed that ESP has four absolute characteristics: it is designed to
meet specified needs of the learner; it is related in content (that is in its themes and topics)
to particular disciplines, occupations and activities; it is centered on language appropriate to
those activities in syntax, lexis, discourse, semantics and so on, and analysis of the discourse;
it is in contrast with ―General English‖.
It seems that all researchers bear the opinion that ESP is an English lesson focusing
on specific learners‘ learning purposes and needs. It‘s a multi-subject research field, not only
involves language itself and relative linguistic theories, but also learners‘ professional
knowledge. Its teaching purpose is to cultivate and promote learners‘ English using ability in
their professional field.
55
Getting to Know Autonomous Learning
Now we will look back ―learner autonomy‖ disciplines which we engaged with ESP.
Learner autonomy was firstly defined by Henri Holec in early 1980s as ―the ability to take
charge of one‘s own learning‖, noting that this ability ―is not inborn but must be acquired
either by ‗natural‘ means or (as most often happens) by formal learning, i.e. in a systematic,
deliberate way‖（Holec, 1981. Dickinson cited in Benson (2006) described autonomy as the
situation on which the learner is totally responsible for all of the decisions concerned with
his learning and the implementation of those decisions. Autonomous learning is different
from Independent study. Healey (2014) explained that while independent learning is a
process in which learner acquire knowledge on their own (Candy, 1991). Autonomous
learning represents situation in which learner chooses aims and purposes and sets goals;
chooses materials, methods and tasks; exercises choice and purpose in organising and
carrying out the chosen tasks; and chooses criteria for evaluation (Holec, 1982). Benson and
Voller cited in Thanasoulas (2000) described the term autonomy into these following ways:
1. for situations in which learners study entirely on their own;
2. for a set of skills which can be learned and applied in self-directed learning;
3. for an inborn capacity which is suppressed by institutional education;
4. for the exercise of learners' responsibility for their own learning;
5. for the right of learners to determine the direction of their own learning.
Principles (Li Xu 2012)

A. The Principle of Combining Theory Research with Practice Exploration
The teaching mode research of College English autonomous learning under teacher‘s
instruction and the research of ESP teaching. For instance reform in science and engineering
university, reflect the educational principle and opinion of modern social development. We
need to consistently study and research relevant international scientific educational theories
in order to direct teaching practice. We need to sum up experience on the basis of great
number of teaching practice, explore the rules of college English teaching under the new
environment,
B. The Principle of Integrating the Commonness-fostering Plan with the Individuality

Fostering Plan
Starting from adjusting the commonness-fostering plan which is all the students in the
business project oriented for example, integrate two types of plan, attach importance to the
individuality-fostering plan, teach students according to their aptitude, build up better
56
English learning environment which is proper for students to develop their individuality so
that it can meet excellent talents‘ language-learning needs.
C. The Principle of Combining the Grasp of Basic Language Knowledge with the
Cultivation of Language Applying Ability
During the whole process of carrying out teaching reform, cope well with the balance of
grasping the basic language knowledge and cultivating language applying ability, explore
the scientific proportion between them that the teaching contents, teaching means and ways
established can fit to the requirements of college English teaching.
D. The Principle of Combining Teacher’s Teaching Inside the Classroom with Learner
Autonomy outside the Classroom
Break down the misunderstanding that instruction in classroom is the main channel, outside
the classroom is sub-channel, instruction outside the classroom is bound to conflict with that
inside the classroom. Set up the educational opinion that two ways of instructions are both
the main channels of cultivating talents, put both of them into teaching plan that two
channels are really playing roles in teaching complementation and mechanism interaction.
Background and Rationale for Autonomous Learning Approach

The decision to adopt an autonomous learning curriculum initially arose in
response to poor attendance and academic results for a remedial English-
language academic writing class applying a conventional instructor-centered
approach (Togo 2007). Research suggests that learner-centered classes, where
students can progress in accordance with individual learning styles, may help
students acquire foreign language proficiency more quickly and effectively
than instructor- centered classes (Kajiura, 2006.)
Researchers from a variety of disciplines thus formed a team to develop

an autonomous learning curriculum and materials and to test their efficacy in
this course. The team members adopted a common vision: the approach should be
suitable for diverse levels of English competence and motivation, it should foster
autonomous learning, it should produce measurable results for analysis, and it
should allow for continuing revision and enhancement, with each team member
contributing her individual expertise (Mochizuki, et al., 2009).
57
References
Bojovic, M. (2006). Teaching Foreign Language for Specific Purposes: Teacher Development.
The 31st Annual ATEE Conference, 487-493.
Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University
Press.
Dudley-Evans, T., & St. John, M. (1998). Developments in ESP: A multi-disciplinary approach.
Cambridge: CUP.
Healey, M. (October, 2014). Developing independent & autonomous learning. Retrieved from
https://federation.edu.au/__data/assets/pdf_file/0003/202791/Mick_Healey_Independe
nt_Learning_Workshop_Handout_Doc.pdf
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: a Learner-centered
Approach. Cambridge: CUP. http://dx.doi.org/10.1017/CBO9780511733031
Kajiura, A. (2006). Self-management in the EFL classroom in Japan. Polyglossial, 12, 7-17.
Robinson, P. (1991). ESP Today: a Practitioner‘s Guide. Hemel Hempstead: Prentice Hall
International.
Mochizuki, S., Togo, T., Singer, J., & Tanaka, M. (2009, September). A study of
collaborative development of autonomous learning by extracting tactics for
material development. Paper presented at annual meeting
of the Japan Society for Educational Technology, Tokyo.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the
Art (pp. 1-13). Singapore: SEAMEO Regional Centre.
Thanasoulas, D. (2000). What is learner autonomy and how it can be fostered. The Internet
TESL Journal. Retrieved from http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Togo, T. (2007). A framework for designing autonomous learning in an English writing
class for disinterested learners: A study of a writing class for retakers, Journal of
the Chubu English Language Education Society. 37, 63-68.
Xu, Li. (2012). The Application of Learner Autonomy Theory and Model into ESP Technology-
assisted Curriculum Construction. International Journal of English Linguistics; Vol. 2,
No. 5; 2012
4.8 STUDENT MOTIVATION IN ESP COURSES

By Aulia Nurul Aini
We can represent the cognitive/affective interplay in the form of a learning cycle.

This can either be a negative or a position cycle. A good and appropriate course will
engender the kind of positive learning cycle represented here: The relationship between the
cognitive and emotional aspect of learning is, one of vital importance to the success or
otherwise of a language learning experience. This brings us to a matter which has been one
of the most important elements in the development of ESP – motivation. The most
58
influential study of motivation in language learning has been Gardner and Lambert‘s (1972)
study of bilingualism in French speaking Canada.
They identified two terms of motivations instrumental and integrative. Instrumental
motivation is the reflection of an external need. The learners are not learning a language
because they want to (although this does not imply that they do not want to), but rather
because they need to. The need may derive from varying sources, the need to sell things to
speakers of the language; the need to pass an examination in the language; the need to read
text in the language for work or study. The need may vary, but the important factor is that
the motivation is an external one. Integrative motivation, on the other hand, derives from a
desire on the part of the learners to be members of the speech community that uses a
particular language. It is an internally generated want rather than an externally imposed
need.
This paper seeks to comprehend student attitudes towards English for Specific
Purposes (ESP) courses. Such courses were imagined, in part, under the belief that they
would be inherently more motivating as they, ideally, correspond directly to students‘
interests and needs (Hutchinson Waters, 1987). Rather than accepting this view at face value,
I suggest that a methodical analysis of student behaviors and attitudes in ESP courses is
required to fully understand their effectiveness in terms of their capacity to motivate
students. To do so, I advise studying motivation of the Complex Dynamic Systems Theory
(CDST). This theory allows for the analysis of motivation as a dynamic phenomenon, strongly
dependent on all the factors present in a given system, namely, a language classroom.
Questionnaires, interviews, and observation data were used to analyses student motivation
in General English (GE) courses at a large.
Gardner‘s (1960) Socio-educational Model (SM) has long dominated studies in L2
learning motivation in various contexts, including ESP (Ushioda, 1996). Its main principle is
integrativeness; a strong integrative orientation comes from a desire to identify with people
of the L2 community and often leads to a strong learning motivation. The model also
includes an instrumental orientation, occurring when one studies a language for professional
gain or due to another external force (Gardner, 1960). Applying the SM to ESP courses at a
university, Al-Tamimi and Shuib (2009) used questionnaires and interviews to classify student
motivation. Participants reported strong instrumental orientations, such as learning English
for their future jobs, with many reporting negative feelings towards the L2 community.
While this study provides useful insights on the general attitudes of these students,
researchers have called for more thorough analyses of the learning environment, given its
capacity to cause frequent motivational changes during a lesson (Bier, 2013; Lavinal, Décuré,
& Blois, 2006). Responding to this call, Dörnyei (2009) devised the L2 Motivational Self-
59
System (L2MSS) to focus more directly on a learner‘s attitudes towards the classroom
environment. The model contains several concepts, but this study will focus on how
motivation is affected by the L2 Learning Environment (L2LE): this hypothesis includes
relationships with one‘s peers and teachers, the layout of the classroom, the nature of the
learning activities, manner teacher teaching in class , and immeasurable other factors that
can affect students‘ attitudes towards learning. To understand how L2LE elements work with
other factors and translate into classroom behaviours, this study draws from past research
using the CDST; this theory represents an effective framework for analysing the motivating
elements present in ESP courses, given its insistence on classroom experiences and real-time
observations (Henry, 2015; Waninge, 2015).
While studying high school students in a foreign language classroom, Waninge
(2015) asked students about the emotions they felt during their lessons. Among the most
cited emotional states were interest (leading to active participation in the classroom),
boredom (leading to disengagement), and neutral attention (leading to passive listening).
With many participants, Waninge found that interest was the result of contextual factors,
such as learning activities, the teacher, and peers. Interest was also sparked when activities
related to students‘ personal interests and pre-existing non-language goals. While this latter
finding may point to the potential for ESP to stimulate student interest, the former most
definitely shows the need to consider all factors in the classroom when studying student
engagement. Other CDST studies reinforce the need to analyse all elements in a classroom
and point to the fact that course content and activities are only part of the countless factors
affecting motivation. Such conclusions indicate that future research should depend more on
class observations to have a more detailed view of participant behaviours (Henry, 2015).
Result of Daniel Schug and Gwen Le Cor research shows the proportion of students‘
positive reactions to different aspects of the classroom environment. For example, the figure
regarding teacher/student relationship comes from the number of respondents marking 4 or
5 on the Likert scale for that item. For True/False questions, the figure is based on the
number of respondents answering True. These results tend to show that students in all
groups have similar attitudes towards their courses, with most being positive. Still, a majority
does not feel a sense of excitement when going to class, and large numbers admit to giving
into distractions. Aside from these measures, it seems many students feel their class is useful,
practical, and that the teacher creates a good classroom atmosphere
Students‘ positive reactions to the learning environment
60
Course ESP A2 ESP B1 GE A2 GE B1

The teacher/student have 92.1% 100% 93.3% 91.3%
a good dynamic
I’m excited about going 34.2% 15.5% 16.6% 26.1%

to class every week
I can ignore other distractions 52.6% 40% 66.7% 60.9%
during lessons
The course is useful and practical 92.1% 82.2% 96.7% 89%
The course corresponds to my level 84.2% 71.1% 93.3% 84.8%
Students were reported being very motivated at the beginning of the lesson, because
she always loved English and because the cultural lesson in the beginning was very
interesting. The motivation fell, however, largely because of the duration of the course; the
student reported being too tired and too hungry to pay attention. Moreover, she claimed a
reading activity in the second portion of the lesson was too easy to be motivating. The initial
interest was therefore replaced by fatigue and lassitude.
Regarding moments of complete disengagement, in which the student was on her
phone or chatting, the student said that it happens in all her classes when she must listen to
a long speech or do the same activity over a long period. and Student attitudes over the
three-hour lesson, this student reported always entering all her courses with low motivation.
When class started and she has a task to complete, motivation increases. The increase was
only temporary, however, because she struggled to stay engaged over three hours.
The high point was the result of group work, which she enjoys; this was the only time
she reported a positive emotion of interest. During the rest of the lesson, she reported
fatigue, from having to work for three hours, boredom from spending too much time on
difficult tasks, and indifference, for grammar and vocabulary activities. Still, she does her best
to never fully disengage; she uses her phone or chats with friends only when activities
become too difficult or too dull. It also indicates that Student 3 started the semester with a
negative attitude; she described never liking her English courses in the past and having
teachers that failed to spark her interest.
This course, however, did motivate her a little, because the professor gave students a
very active role and presented materials that were necessary for general, cultural knowledge.
Her motivation will never be very high, she explained, as she feels she will never use English
in her daily or professional life. Motivation elements in specialized language courses to
61
better understand their motivational value in relation to GE courses. A combination of

questionnaires, interviews, and classroom observations helped to identify some elements of
a course that students found motivating. Considered together, the above results support
Henry‘s (2015) insistence on considering numerous factors when analysing student
motivation and validates the use of CDST. Students reacted to the duration of the class, work
with their peers, the timing of class activities, and the structure of different tasks.
As mentioned previously, questionnaire data showed that students in all four groups
had mostly positive attitudes towards their courses (considering them useful and practical),
even though most admitted not being excited about going to class, as well as being easily
distracted during a lesson. In the open-ended question, students in all groups seemed to
appreciate similar activities, focusing on general language skills and cultural knowledge.
Aside from the six ESP students who mentioned specialised materials, all respondents
described benefitting from essentially the same type of activities.
Such a finding fits in with past research comparing students in ESP and GE courses,
where students report a preference for GE work, as it allows them to develop L2 skills that
they could use in a wider range of contexts (Brunton, 2009).useful and practical), even
though most admitted not being excited about going to class, as well as being easily
distracted during a lesson. In the open-ended question, students in all groups seemed to
appreciate similar activities, focusing on general language skills and cultural knowledge.
Aside from the six ESP students who mentioned specialised materials, all respondents
described benefitting from essentially the same type of activities. Such a finding fits in with
past research comparing students in ESP and GE courses, where students report a preference
for GE work, as it allows them to develop L2 skills that they could use in a wider range of
contexts (Brunton, 2009).
Moreover, similar learning activities, such oral activities, comprehension activities,
and activities that expand their cultural knowledge, were found to be motivating in all
groups, eliciting both active and passive engagement. Passive engagement was strong in all
groups, as in Waninge‘s (2015) study, often occurring during lectures, classmate
presentations, or listening activities. Instances of active engagement were most often the
result of group work, reinforcing Henry‘s (2015) point regarding the influence peers could
have on motivation. These findings suggest that learning activities have a strong influence
on the type of engagement students exhibit; their responses and behaviours show that they
associate certain behaviours with certain learning activities. For example, classmate
presentations could only stimulate passive engagement, while group work provides an
atmosphere more conducive to active participation. Further studies may wish to analyse this
relationship in greater detail.
62
Also, similar to Henry‘s (2015) study, students in both ESP and GE courses reported
being demotivated by difficult tasks and by spending too much time on one activity. While
the tasks that are considered difficult vary from student to student, the maximum amount of
time participants seem able to spend on an activity is around fifteen minutes, after which
they tend to disengage. motivating element is a ―folk assumption‖. ESP presented a welcome
change, and mentioned ESP materials as being interesting and useful (and therefore
potentially motivating), all participants in GE and ESP groups seemed to appreciate the same
elements of their courses; this finding indicates that students are at least partly indifferent to
specialized activities.
Oral and group tasks, for example, seemed to be motivating, regardless of whether
the task was specialized. While further work is needed in this domain, this study suggests
that the classroom environment and learning activities may have a stronger importance than
specialized course content, at least with regard to Arts students. Motivation, it appears, is a
complex and highly individual matter. There can be no simple answers to the question; ‗what
motivates my students?‘ Unfortunately the ESP world, while recognizing the need to ask this
question, has apparently assumed that there is a simple answer; relevance to target needs. In
practice this has been interpreted as meaning Medical texts for the student of Medicine,
Engineering English for the Engineer and so on.
But, as we shall see when we deal with needs analysis, there is more to motivation
than simple relevance to perceived needs. For the present, suffice it to say that, if you
students are not fired with burning enthusiasm by the obvious relevance of their ESP
materials, remember that they are people not machines. The medicine of relevance may still
need to be sweetened with the sugar of enjoyment, fun, creativity and a sense of
achievement: ESP, as much as any good teaching, needs to be intrinsically motivating. It
should satisfy their needs as learners as well as their needs as potential target users of the
language. In other words, they should get satisfaction from the actual experience of learning,
not just from the prospect of eventually using what they have learnt.
REFERENCE :
http://esp-world.info/Articles_25/ESP%20world%20study.pdf
https://journals.openedition.org/asp/579
63
4.9 THE USE OF SONG BASED LEARNING LANGUAGE ACQUISITION

(Dista Ichtiarti/23030150087)
Language as an arbitrary system of articulated sound made use by a group of

humans as a meant of carrying on the affairs of their society (W. N. Francis, 1958). So
language is arbitrary, the term arbitrary refers to the fact that symbol that people use is
made or chosen without any principle, logic or reason. For example, the word ―apple‖ refers
to fruit and the word ―mouse‖ refers to rats, but currently apple and mouse are related to
electronic. It can occur because the meaning changes over time, so language forms the mind
and mind forms language. Language is the most important medium for all human
interaction and in many ways language can be called the essence of social phenomena.
According George Yule (1985:120) Learning refers to conscious process of
accumulating knowledge of the vocabulary and grammar of a language. So language
learning is process accumulation knowledge of student about vocabulary and grammar of a
language. In the acquisition of the language will take the language learning, for example
someone who lives in a community with a particular language will learn and understand the
structure, rules and features contained in the language. A person‘s process of understanding
the language is a process of language learning.
According to Ghoring (in Harjono, 1988) the general purpose of language teaching is
the mutual communication between cultures (cross cultural communication) and mutual
understanding between nations (cross cultural understanding). The students are said to have
achieved this goal, if they already have knowledge and foreign language skill in accordance
with the objectives that have been formulated.
The term language learning is used to refer to the mastery of a second language,
both formal and informal in the community. Ellis (1986:215) says that there are two types of
language acquisition there are Naturalistic type and Formal type.
In Naturalistic type, someone get their second language from their interaction with
their friend who have different language (mother tongue) with them, for example a child
who has a mother tongue Indonesian language moved to UK, then by itself he will try to
interact with the surrounding community and he can understand or learn with the language
used by the most speaker at the place. So, the person can speak second language without
learning from formal school.
Then in the Formal type, someone get their second language from learning in the
school with the teacher. The teacher teaches their students to learn their second language.
64
For example, Indonesian people who want to learn English but he does not live in the place
that majority use English so they have to study in the school or hire a teacher to teach them.
In formal type there are many method and medium that used by teachers to teach
their students. Sadiman (2006) says that the medium of education can overcome differences
in learning style, interests, intelligence, limitations sense-power, disability, or geographic
barriers, time and more. Than medium is no longer only seen as a tool for teacher to teach,
but more as a message distributor from the teacher (the messenger) to the student (the
recipient message).
According to Sudjana (2002) advantage of medium in learning process are: (1)
teaching will attract the students, so that cultivate students motivation in learning, (2) lesson
material more clearly so that the students are easy to understand, (3) teaching methods are
more varied and not verbal communication through the narrative from the teacher causing
boredom in students themselves, (4) more students do learning activities.
Based on the explanation above, we can use Song Based Learning to motivate
learners and to direct learners especially in mastery vocabulary. Moreover song are more
practical and can help learner in adding vocabulary. Advantage of using song for teachers,
the teachers will be more varied to teach English with reference to the curriculum.
Advantage of using song for learners, i.e the vocabulary quickly memorized, can be
remembered in the long period. Song can also generate excitement or learners, so it will
create a sense of easy to follow English learning. So medium is an integral part of teaching
and learning process for the achievement of educational goal in general and the purpose of
learning.
According to Brewster (2002) there are many advantage using song to learning
resource. First, song is the linguistics resource. In the case song becomes a medium of new
language recognition, as well as medium for grammar and vocabulary. The song also
presents a language in a new style and the song enable for the occurrence of language
repetition naturally. Song can be used to develop all the language skill and the students‘
pronunciation skill.
Second, language is affective or psychological resource. The song can motivate the
students and make a positive attitude towards English. The song can help improve students‘
confidence. For example, when they have mastered English they can proudly sing an English
song in front of the crowd. Third, song is cognitive resource. The song can help improve
memory, concentration and coordination. Then song can be a culture resource and social
resource.
There are several things that must be considered in the use of song medium for
learning English, there are: (1) level of students ability, (2) type of the song, (3) the difficulty
65
level of the song. Before used song medium to teach, we have to consider the several things
related to framework using song to English learning according to Brewster (2002), there are:
1. Creating the context; in this case the teacher has to explain the purpose and
background information.
2. Teach the difficult or important words using visual aids, action, artificial object,
etc.
3. Make a listening sessions so the students can listen and understand with the
rhythm and tone.
4. Do the listening activity again.
5. Pay attention to the pronunciation.
6. Invites students to listen, repeat, and practice singing and learning the song.
7. Gives the students texts of the song.
8. Invites students to translate into their language or mother tongue.
9. Give them opportunities to show together, individually, in a groups or in a pairs.
Every teacher has different activity to teach using Song Based Learning. For example,
the teacher asks to his students to change the lyrics of the song according to their version,
students can listen and complete the missing tracks, matching a word, and so on.
But we have to know the several factors that influence the acquisition of second
language.
The first is Motivation Factor. Stating that the person in whom there is a desire,
encouragement, or goal to be achieved in learning second language is likely to be more
successful. So the motivation of learning language is the encouragement that comes from
within the learner that causes the learner to have the strong desire to learn a second
language.
The second is Age Factor. The result of the research on age factor in this second
language learning show: (1) In terms of acquisition sequence it seems that the age factor do
not play much because the order of acquisition by children and adult seems to be the
same.(2) In terms of speeds learning second language, it can be concluded: children are
more successful than adults in obtaining phonological and pronunciation systems, adults are
faster than children in morphology and syntax, children are more successful than adults but
not always faster. From the result of the study conclude that the age factor which is not
separated from other factors is an influential factor in the second language learning. The age
difference affects the speed and success of learning second language. But it has no effect on
the acquisition.
66
The third is Formal Presentation Factor. Learning or presentation of formal

learning has influence on the speed and success in obtaining second language because
various factors and variable have been prepared and held intentionally. Likewise the state of
the second formal language learning environment in the classroom is very different from the
second natural language learning environment.
Then First Language Factor or mother tongue factor. In general, the first language
has an influence on the process of mastering the second language. The first language has
long been considered disturb in the second learning process. Based on several theories or
hypotheses about the language factor of disturb in the first language in the second
language learning process.
The last is Environmental Factor. According to Dulay (1985) explain that the quality
of the language environment is very important or a learner to successfully learn a new
language (second language) in which the language environment is all things heard and seen
by the learner in the learning second language. The language environment can be
distinguished on (a) the formal environment as in the classroom in the teaching and learning
process, (b) the informal or nature environment.
So we can conclude that there are two type of language acquisition, Naturalistic type
and Formal type. Naturalistic type is a type that is often encountered in the acquisition of a
second language because human are social beings that interact with their environment. And
Formal type is type that requires a person to study second language with a teacher in the
school.
Students have different interests but a teacher must be creative in choosing method
in learning. One of the most effective and simple is using Song Based Learning. Many
advantage when using song based learning. Advantage of using song for teachers, the
teachers will be more varied to teach English with reference to the curriculum. Advantage of
using song for learners, ie the vocabulary quickly memorized, can be remember in the long
period. And to get the second language the person have a several factor that influence the
acquisition of a second language there are Motivation Factors, Age Factors, Formal
Presentation Factor, First Language Factor and Environmental Factor.
REFERENCES
Brewster, J., Ellis, G., Girard, D. 2002. The Primary English Teacher‘s Guide. England: Penguin
English.
Ellis, Rod. 1986. Understanding Second Language Acquisition. New York: Oxford University
Press.
Hardjono, Sartina. 1988. Prinsip-prinsip Pengajaran Berbahasa dan Sastra. Jakarta:
Depdikbud.
67
Sadiman, Arif, S dkk. 2002. Media Pendidikan: Pengertian, Pengembangan, dan

Pemanfaatannya. Jakarta: PT. Raja Grafindo Persada.
Sudjana, N, dan Rivai, A. 2002. Media Pengajaran. Bandung: Sinar Baru Algensindo.
Yule, George. 1985. The Study of Language: An Introduction. New York: Press Syndicate of
The University Of Cambridge.
https://www.google.com/amp/s/muzzam.wordpress.com/2011/03/30/strategi-
pembelajaran-bahasa-berhubungan-dengan-psikolinguistik/amp/
4.10 COMMUNITY LANGUAGE LEARNING METHOD
Written by: A Fikriyah Akhyar
Community language Learning

Charles A. Curran (1972) has come up with an idea that a way to deal with the fears
of students is for teachers to become ―language counselors‟. Curran put these ideas into
practice in the Community Language Teaching. It's a method that is based on English for
communication and is extremely learner-focused. As Rardin and Tranel (1988) have
observed, the Community Language Learning Method is neither student-centered, nor
teacher-centered, but rather teacher-student centered, with both being decision-makers in
the class.
The Community Language Learning (CLL) Method is the names of a method in
language teaching develop by Charles A that used Counseling Learning to teach language.
Concept of CLL
Since Community Language Learning is the name of a method which is oriented on

humanistic approach. One term to Community Language Learning is counseling learning
where it is a non-direct therapies approach which is designed to easing the learners in
acquiring the target language. In accordance with the statement above, The Researcher
particularly needs to formulate the example of Community Language Learning takes place in
the classroom. A group of learners sit in a circle with the researcher standing outside of the
circle. while, the students repeat the messages in the foreign language into a cassette;
students compose further messages in the foreign language with teacher‘s help; so students
reflect about their feelings and wishes. It means that the client-counselor in psychological
counseling have relationship between the learner-knower in Community Language Learning.
Furthermore, Community Language Learning represents the use of counseling-learning
theory to teach languages.
68
Design of CLL
This design of CLL discusses about activities of teaching learning using CLL technique
such as objective, the syllabus, type learning and teaching activities, learner roles, and
teacher roles.
a. Types of Learning and Teaching
Activity in accordance with types of learning and teaching activity, here
Community Language Learning involve learning task and activities take place in learning
and teaching process as follows:
1. Translation.
Learners from a small circle .A learner whisper a message or meaning he or

she want to express, the researcher translates it into the target language, and the
learner repeats the Researcher‘s translation.
2. Group work.
Learners may engage in various group tasks, such as small group discussion
of a topic, preparing a conversation, preparing a summary of a topic for presentation
to other group. Preparing a story that will be presented to the researcher and the rest
of the class.
3. Recording.
Students record conversations in the target language.
4. Transcription.
Students transcribe utterances and conversation they have recorded for

practice and analysis of linguistic forms.
5. Analysis.
Students analyze and study transcriptions of target language sentence in

order to focus on particular lexical usage or on the application of particular grammar
rules.
6. Reflection and observation.

Learners reflect and report on their experience of the class. This usually
consist of expression of feeling, sense of one another, concern for something to say.
7. Listening.
69
Students listen to a monologue by the researcher involving elements they

might have elicited or over hear in class interactions.
8. Free conversation.
Students engage in free conversation with the researcher or with other

learners. This included discussion of what they have learned as well as feelings they
have about how they have learned.
Learner Roles
In Community Language Learning, here the learners roles as the part of
community, their fellow learners and the researcher and learn through interacting each
other with the member of the community. Learners are expected to listen attentively
what the counselor advised, provide them a chances freely whatever the meanings they
wish to expressed, to repeat target utterance without hesitation, to report deep inner
feelings and frustrations and to become counselors to other languages. Meanwhile,
Laforge (in Richard, 1986: 121) stated that there are five stages of Community Language
Learning as follows:
1. Embryonic Stage.
The learner is completely dependent upon the knower for linguistic content.
When a learner decides to address the group, speaks in his native language, the
counselor translate him to the target language. Then, the learner speaks to the group
in the target language.
2. Self Assertion Stage,
The child achieves a measure of independence from the parent. Member of

CLL group begin to use simple phrases on their own with great personal satisfaction.
They pick up expressions which they have heard and employ them as the beginning
of their self-affirmation and independence.
3. Separated Existence Stage.
Individuals In the group learn from understanding the other members directly
in the foreign language. The learner also begins to resent any assistance which the
researcher would like to provide, especially when he offers knowledge which the
learner already possess.
70
4. Reversal Stage.
The child begins to express himself quite independently of the parent or the
knower. He communicate by himself and undergoes a transformation into
independence in the foreign language.
5. Independent Stage.
Theoretically, the learner knows all that the researcher has to teach. Although
the language may be independent, he may need more suitable linguistic refinements
and correction. The correct usage and situation and appropriate use of the foreign
language. Furthermore, learning is a whole person process and the learner at each
stage is involved not only in the accomplishment of cognitive (language learning) but
also in the solution of affective conflicts and respect for the enactment of values.
Teacher Roles
In this part of types of learning and teaching activity, the researchers have significant
roles to capture the entire learner problem and then to solve it well. The researchers
(counselor‘s role) is to respond calmly and non-judgmentally, in a supportive manner and
help the client try to understand his or her problems better by applying order and analysis to
them. Concerning with the statement above, Curran (in Richard, at all, 1986: 26) stated that
―one of the functions of the counseling response is to relate affect to cognition.
Understanding the language of feeling, the counselor replies in the language of
cognition. The researcher‘s role, teachers operate in supportive roles and providing target
language translation and imitation on request of the clients. Later, interaction may be
initiated by the students and the researcher monitors learners utterances, providing
assistance when requested. So the student become increasingly capable to accept the
criticism and the researcher may directly intervene to correct deviants utterances, supply
idioms and advice on usage of words as well as fine usage of grammar. One continuing role
of the researcher is particularly notable in Community Language Learning that is responsible
for providing safe environment in which students (clients) can learn and grow.
Here, the learners feels secure and free to direct their energies to the tasks of
communication and learning rather than to building and maintaining their defensive
positions. To support the statement, Curran (in Richard, 1986: 6) describes the importance of
a secure environment as follows:
―As whole persons, we seem to learn best in an atmosphere of personal security, feeling
secure, we are freed to approach the learning situation with the attitude of willing openness.
71
Both the learner‘s and knower‘s level of security determine the psychological tone of the
entire learning experience‖.
Dieter Stroinigg (in Stevick 1980: 185) present a protocol of what a first day‘s CLL
class covered, which is outline here:
1) Informal greetings and self-introductions were made.
2) The researcher made a statement of the goal and guidelines for the course.
3) A conversation in the foreign language took place. A circle was formed so that everyone
had visual contact with each other.
(a) One student initiated conversation with another student by giving a message in the L1
(first language).
(b) The researcher standing behind the student, whispered a close equivalent of the message
in the L2 (second language).
(c) The student then repeated the L2 (second language) message to its addressee and into
the tape recorder as well.
(d) Each student had a chance to compose and record a few message.
(e) The tape recorder was rewound and replayed at intervals.
(f) Each student repeated the meaning in Bahasa of what he or she had said in the L2
(second language) and helped to refresh the memory of others.
4) Than students participated in a reflection period, in which they were asked to express their
feelings about the previous experience with total frankness.
5) From the materials just recorded the instructor chose sentences to write on the
blackboard that highlighted elements of grammar, spelling, and peculiarities of
capitalization in the L2 (second language).
6) Students were encouraged to ask question about any of the items above.
7) Students were encouraged to copy sentences from the board with notes on meaning and
usage. This become :textbook for home study.
Teacher’s role & learner’s role

If it is needed the counselor might take a more directive role and provide some
explanation of certain linguistic rules or items. The first stage of intense struggle and
confusion might continue for many sessions, but always with the support of the counselor
and of the fellow clients. Gradually, the learner became able to speak a word or phrase
directly in the foreign language, without translation. This was the first sign of the learner‟s
moving away from complete dependence on the counselor. As the learners gained more and
more familiarity with the foreign language, more and more direct communication could take
place, with the counselor providing less and less direct translation and information. After
72
many sessions, perhaps many months or years later, the learner achieved fluency in the
spoken language. The learner had at that point become independent. (Brown, 1994)
I think community language teaching is suitable for adding and improving English
teaching in Indonesia. It has been applying now in some schools that use 2013 curriculum. In
this method students being the central of learning in the class, teacher is only facilitating,
motivating, and managing learning process in class so that students can extremely explore
their creativity and imagination but it still inside of the context of learning process.
REFERENCE :
http://e-epository.perpus.iainsalatiga.ac.id/1647/1/IRA%20NURUSSOFA%2011312039.pdf
Running head: TEACHING METHODS AND APPROACHES IN ESL CLASSROOMS by Sadia
Afrin , BRAC University
CHAPTER V: APPROACH TO COURSE DESIGN AND ESP
5.1 The Importance of ESP Course Design for Indonesian Learners

(Diah Hidayanti/ 23030150086)
As we know, English use is spread widely around the world. It uses to communicate in
every range age, education level, and society in various contexts. It is not in every countries
use English as their mother tongue language; other countries use it as second language and
another use it as foreign language. Indonesia itself uses English as foreign language.
Indonesian learners have been learning English from elementary school, or even in
kindergarten. Some parents are letting their children to play game, watch videos, or reading
story books which the language used is English. As the children grow up, they realize what
they want to learn and what they need to know about the language. They initiate to design
their life for the future. As they know their need in learn English, they decide to choose the
academic program.
English for specific purposes (ESP) is aimed to prepare learners with a definite English
proficiency level for a situation where the language is going to be used. Hutchinson &
Waters (1987, p.19) define ESP as an approach to language teaching in which all decisions as
to content and method are based on the learners‘ cause in learning. Mackay and Mountford
(1978) describe ESP as "ESP is generally used to refer to the teaching and learning of a
foreign language for a clearly utilitarian purpose of which there is no doubt".
73
Robinson states that the characteristics of ESP courses are:
1. ESP is goal directed, learners take ESP courses because they need, or will need, to use
English in their professional or academic lives.
2. ESP courses are based on an analysis of needs, which purposes to identify the exact
reason of what the learners have to do through the medium of English.
3. Specified period for the ESP course. e.g. an EAP students for an academic course, they
are studying English for a short time every week along with their academic courses.
4. ESP learners mostly are adults rather than children. Their age are over 18 years old, and
they have made a difficult decision to study in an English medium university.
5. Learners may need specialist language, but this is not necessarily so. It is the linguistic
tasks (including language and practices) that the students will need to engage in that
define the course.
6. In some cases, a very high level of proficiency is not necessarily required, as long as the
learners can succeed in their aims.
Based on the statement above, we could conclude that Robinson‘s criterion to ESP
course is aim oriented. The learners are learning the English language for their need, or
will need, to use English in their professional or academic lives.
Before we teach students with ESP, we have to know what our students learning
needs first. We could gather the information by analyzing the learning needs with some
questions: why they take English course, how the way they learn, what resources we could
use, who the learners are, where the ESP course will take place, when the ESP course will take
place, etc. Then, we can make the course design.
Hutchinson and Waters stated that course design is the process by which the
unprocessed data about learning need is interpreted in order to produce an integrated
sequence of teaching-learning course, which they will lead learners to achieve the needed
competence or knowledge. We use the data collected to create a syllabus, to choose
materials which are appropriate to the syllabus, to extend methodologies to teach, and to
create evaluation procedures concerning about the specific goals.
Hutchinson and Waters (1987) identified there are three main approaches to course
design:
1. Language-centered course design

This approach focuses on making a close relation between the material and
content of the ESP course and the analysis of the target situation. It aims at putting
the ESP learner in a real situation by undertaking a needs analysis that shows his
needs, lacks and wants.
74
Hutchison and Waters state that Language-centred course design approach is

the simplest kind of course design process and one most familiar to English teachers.
It aims to draw as direct a connection as possible between the analysis of the target
situation and the content of the ESP course.
This approach starts at identifying learner‘s target situation and then select
theoretical language to identify the linguistic features that the learners need. Based
on the identified data, syllabus created. The next step is designing material based on
the syllabus, then establishing evaluation to see the successfulness of the course.
2. Skills-centered course design
Skills-centered course design is a reaction both to the idea of specific
registers of English as a basis for ESP and to the practical constraints on learning
imposed by limited time and resources. Its aim is not to provide a specified corpus of
linguistic knowledge, but to make the learners into better processors of information.
Skill centered approach starts at identifying target situation. Based on the
data from target situation analysis, it is determined theoretical views of language,
skill required to cope target situation, and theoretical view of learning. Based on all
data the syllabus is created. Based on the syllabus, then material is developed and
then conducting evaluation.
3. Learning-centered approach
This approach is also referred to as a learner centered approach. Its main
focus is the learner and his motivation of using the language. This approach is
defined by Hutchinson and Waters as ―Learning is seen as a process in which the
learners use what knowledge or skills they have in order to make sense of the flow of
new information. Learning, therefore, is an internal process, which is crucially
dependent upon the knowledge the learners already have and their ability and
motivation to use it‖. It is a process of negotiation between individuals and the
society. Society sets the target and the individuals must do their best to get as close
to that target as possible.
The learning centered approach considers the learner at all the stages of
preparing and teaching the course. The learner is taken first into consideration at the
first step of analyzing the learning situation then at writing the syllabus and then at
writing the materials. He is considered also at the step of teaching the materials and
finally at evaluating his achievement. Henceforth, the learner has an active and
central role in the course design.
In recent years, English for Specific Purposes (ESP) has attracted great interest within
industry and academia in Asia. This was a result of increased pressure to deliver successful
75
English education stemming from the globalization of both the economy and tertiary
education.
Local students also increasingly need English to complete their studies and find an
interesting job in a local or international company. As for Indonesian learners, they need to
enrich their knowledge and various English skills, so that they can compete with learners
from other country. As mentioned above, companies are requiring higher English standards
from new recruits, and so universities are responding by requiring higher English standards
as a criterion for graduation.
Considering the importance of English within Asian universities‘ long-term strategies,
it seems inevitable that ESP courses that focus on EAP and EOP skills will be given a more
central position in the curriculum in the future. Already we are seeing more universities
making ESP courses a requirement for graduation. We are also seeing ESP courses becoming
more closely integrated and coordinated, giving teachers more time over a student‘s three
or four years at an institution to develop the necessary skills. In an integrated, coordinated
ESP program, English faculty can work more closely with subject specialists to provide
relevant, authentic materials. They may even work together to teach and/or evaluate the ESP
course.
REFERENCES
Anthony, L. (2015). English as a Global Language Education (EaGLE). The Changing Role and
Importance of ESP in Asia, 1, 1-21. DOI:10.6294/EaGLE.2015.0101.01
Guerid, F., Mami, N.A. (2016). English for Specific Purposes World. Approaches to Course
Design Comparison before Implementing an ESP Course for Finance Managers of
ArcelorMittal Algeria Company, 17, 1-8. Retrieved from www.esp-world.info ISSN 1682-
3257
Nurpahmi, S. (2016, Desember). Lentera Pendidikan. Esp Course Design: An Integrated
Approach, 19, 172-181.
Agustina, T. (2014, Mei). English For Specific Purposes (Esp): An Approach of English
Teaching for Non-English Department Students, 7, 37-63. DOI:
http://dx.doi.org/10.20414/betaj Beta p-ISSN: 2085-5893 e-ISSN: 2541-0458
-
5.2 THE USE OF SKILL CENTRED APPROACH IN TEACHING ESP

(Atmasari/ 23030150094)
SMK Negeri 2 Salatiga is one of the international school located in Salatiga city. As an
international school of English is considered as a very important subject to face the era of
progress of time, vocational students are required to pass the National Exam which in the
National Examination is listed the value of English as well, but in fact English used in
vocational schools tend to use the English language in general, in fact SMK graduates,
76
especially SMK Negeri 2 Salatiga graduates majoring in electronics every day to learn about
the components of electronics and after graduating students are expected to work in the
same courses.
It is therefore necessary knowledge of English specifically on the subject of
electronics, but in reality many of English teachers still teach English using the same material
and the same method for different majors. Teachers tend to teach general English to various
departments, each of which has different vocabulary in English. Therefore, English teachers
should use different materials but the methods may be the same for each department. This
can be done with the Use of Skill Centred Approach in Teaching ESP for Electronica's Course.
ESP (English for Specific Purposes) involves teaching and learning of specific skills
and language needed by particular learners for a particular purpose. It makes use of the
methodology and activities of the disciplines it serves. It is centered on the language
(grammar, lexis, register), skills, discourse and genres appropriate to these activities. Course
Design is the process by which the raw data about a learning need is interpreted in order to
produce an integrated series of teaching-learning experiences. The aim of course design is
to lead the learner to a particular state of knowledge.
In practical terms this entails the use of the theoretical and empirical information
available to produce a syllabus, to select, adapt or write materials in accordance with the
syllabus, to develop a methodology for teaching those materials and to establish evaluation
procedures by which progress towards the specified goals will be measured. There are
probably many different approaches to ESP course design as there are course designers.
However, we can identify three main types of course design:
1. Language-Centered Approach
It is the simplest and more familiar kind to English teachers. It is particularly common
ESP. It aims to draw as direct a connection as possible between the analysis of the
target situation and the content of the ESP course. A language-centered approach
says; This the nature of the target situation performance determines ESP course. It has
a number of weaknesses;
a. It might be considered a learner-centered approach because it starts from the
students and their needs but in reality it is not learner-centered. The student is
simply used as a means of identifying the target situation.
b. The language-centered process can also be criticized for being a static and
inflexible procedure.
77
c. The language-centered analysis of target situation data is only at the surface

level. It reveals very little about the competence that underlined the
performance.
2. Skills-Centered Approach
This approach aimed to help students for developing skills and strategies which
continue after the ESP course by making learners better processors of information. A
skills-centered approach says; We must look behind target performance data to
discover what processes enable someone to perform. Those processes will determine
the ESP course. The skills-centered approach based on two fundamental principles:
a. The basic theoretical hypothesis is that underlying any language behavior are
certain skills and strategies, which the learner uses in order to procedure.
b. The pragmatic basic for the skills-centered approach derives from a distinction
made by Widdowson (1981) between goal-oriented course and process oriented
courses.
Needs analysis plays two roles in a skill-centered approach:
a. It provides a basis for discovering the essential competence that enables people
to perform in the target situation.
b. It enables the course designer to discover the potential knowledge and abilities
that the learners bring to the ESP course.
3. Learning-Centered Approach
This approach is based on the principle that learning is totally determined by the
student. As teachers we can influence what we teach, but what students learn is
determined by the students alone. In this approach learning is seen as a process in
which the learners use what knowledge or skills they have in order to make sense of
the flow of new information. Learning is not just a mental process it is a process of
negotiation between individuals and society. A learning-centered approach says; We
must look beyond the competence that enables someone to peform, because what
we really want to discover is not the competence itself, but how someone acquires
that competence.
The main results obtained reveal that the difficulty lies in terms of format and
content of learning in the field of electronics in vocational high schools. This is why it is
strongly believed that rethinking about ESP courses is more than is needed. In addition, train
English teachers to overcome difficulties through training. ESP teachers not only teach but
78
also provide material, syllabus design, collaborate with subject specialists, conduct research
and evaluate courses and students. This is why a professional ESP teacher should be able to
move from one professional field to another without having to spend months to begin. He
only carries the necessary tools, frameworks and design principles to apply them to new
material. The last word to say is that it must always be remembered that ESP teachers do not
specialize in the field, but in teaching English.
After we understand some of the descriptions above, we can know that: language-
centered approach concentrates on performance, skill-centered approach concentrates on
how to get competence. Through using a skills-centered approach as an ESP framework, ESP
teachers in vocational schools are provided with the knowledge and tools needed to address
the needs of their students in the special arena. However, it is important to emphasize the
idea that ESP teachers are not specialists in the course, but in English teaching. In other
words, their job is English for the profession but not the profession in English. This is done
by helping their students, who know their subject better than the teacher, develop important
skills in understanding, using or presenting information. So it can be concluded that the Use
of Skill Centred Approach in Teaching ESP for Electronica's Course in SMK Negeri 2 Salatiga
is very suitable to support the learning process.The use of a skills-centered approach in ESP
design is a valuable tool because it takes into consideration linguistic facts in terms of how
the mind of the learner processes it and not as provided, the information can not be
changed, it succeeds in generating content based on the positive factors that the learners
bring to the course.
REFERENCES
Amine, Abdelkader. (2016). Skills-Centred Approach for An ESP Course Design: Case of
Master Physics Students Writing Scientific papers at The University of Tlemcen.
European Journal of Research and Reflection in Educational Sciences. Vol. 4 No. 6,
2016 ISSN 2056-5852. Diakses pada 5/29/2018. 10:23 PM.
Kusni. (2013). Reformulating English For Specific Purposes (Esp) In Indonesia: Current Issues
And Future Prospects. Jurnal SELT 2013 Proceeding. ISBN: 978-602-17017-1-3.
Diakses pada 5/28/2018. 10:45 PM.
Introduction of SMK Negeri 2 Salatiga https://id.wikipedia.org/wiki/SMK_Negeri_2_Salatiga
diakses pada hari Senin, 29 Mei 2018 (11.03)
Types of course design https://espeed2016.blogspot.com/2016/06/chapter-7-approach-to-
course-design.html diakses pada hari Senin, 30 Mei 2018 (10.08)
79
5.3 APPROACH TO COURSE DESIGN OF ESP IN LEARNING ICT

Compiled by: Ning Tia Utami
Many developing countries including Indonesia recognize that English has an

increasingly dominant influence and role in some parts of the world, this is because the
current spread of English is widespread. In fact, various information about science and
technology in the world is mostly delivered in English. Global communications rely heavily
on English language skills because English has become a means to access information and
valuable resources delivered through various media, both print and electronic media. The
Indonesian are increasingly aware of its importance has the ability to speak English, either
speaking and writing. Therefore, the Indonesian government decides the policy that English
is the language the first foreigners taught in school, starting from the school level basic to
college level. Government of Indonesia as well allow the use of English as the language of
instruction in the world of education.1 Even some excellent schools in major cities in different
regions of Indonesia present value plus with semi-International program through usage
English as the language of instruction at school.
Teaching English so far is not knowledge using English for the benefit of
communication, will but the knowledge of how to use the rules syntax or lexical rules in
English.2 They also affirm that if teaching English at the level of higher education is still
emphasized on teaching structural grammar, students will feel disappointed and tend to be
skeptical of their English skills, for the improvement of students' skills in learning English
more specific, then every school should have ESP development in the subjects. ESP was as
most developments in human activity, ESP was not a planned and coherent movement, but
rather a phenomenon that grew out of a number of converging trends because English had
become international language, which all aspects used it. ESP aims at acquainting learners
with the kind of language needed in a particular domain, vocation, or occupation.
In the context of English teaching in Indonesia at both the middle and high school
levels, especially for non-English department students, the ESP approach has been
commonly applied. This is in accordance with the Government's Education policy which
emphasizes the purpose of teaching English at the secondary school level, is to improve
their ability to use English for academic and professional purposes. ESP actually incorporates
English and instructional materials in instruction, where students can apply what they learn
1
Kurnadi harjoprawiro, Penggunaan Bahasa Inggris sebagai Pengantar: Pengingkaran Terhadap Sumpah
Pemuda, (Kompas, Senin, 23 Maret, 1998. ) page.4.
2
Mountforg Mackay, R dan A.J. The Teaching of English for Specific Purpose: Theory and Practice. 1978. page.
2-20
Juornal Pengembangan Masyarakat
80
in their English classes immediately in their studies, such as ICT. In turn, their ability in their
subject matter area is very helpful for English acquisition.
The effectiveness of learning is determined by how far the planning is done by the
teaching staff. Lesson planning is not just about completing administrative and curriculum
needs, but it should be designed by involving instructional design components that include
instructional goals beginning with instructional analysis, learners' analysis and context,
formulating performance goals, developing assessment instruments, developing learning
strategies, developing and selecting material, and developing and conducting formative and
summative evaluations.3
ICT is defined as a science that studies about the design, development,
implementation, management of computer-based information systems, especially software
and hardware applications.4 Information Technology by this definition relates to the use of
electronic computers and computer software to convert, store, protect, process, transmit,
and retrieve all information securely. Technology is viewed as a systematic application of
scientific science to practice the tasks to be performed. While learning or learning is the
development of new knowledge, skills, and attitudes and behavior of an individual in
interacting with the environment and information. Thus, the meaning of ICT in this study is
the utilization of information system management which is the application software and
hardware in supporting the teaching and learning process. There are several types of
information technology commonly used in learning, such as; Electronic Mail (E-mail), HP,
Digital Cameras, MP3 Players, Web Sites, Wikipedia, YouTube.com, Blogging, and
Podcasting.19 These last three technologies have greatly influenced human views and
perceptions around the world so quickly.5
There are probably as many different approaches to ESP course design as there are
course designers. There is identify three main types: language-centered, skills-centered, and
learning centered.6
A. Language-centered course design

It is the simplest and more familiar kind to English teachers. It aims to draw as direct
a connection as possible between the analysis of the target situation and the content of the
ESP course. However, it has a number of weaknesses:
3
Dick and carey, The Systemstic Design of Instruction, Sixth Edition (New York:Pearson, 2005) pages. 1—361.
4
Wikipedia, Information Technology, 2009, p.(http://en.wikipedia.org/wiki/Information_technology).
5
Leigh Zeitz,Technology Integration Plan, unpublished paper UIN: USA, 2005.page. 16.
6
Tom Hutchinson and Alan Waters. 1987.English for Specific Purpose A learning-contred approach. New York.
The Press Syndicate of the University of Cambrigde. Pages: 65-77
81
1. it starts from the learner and their needs. It might be considered a learner-
centered approach. The learner is simply used as a means of identifying the
target situation.
2. it is a static and inflexible procedure, which can take little account of the conflicts
and contradictions that are inherent in any human endeavor.
3. it appears to be systematic and it only produces systematic learning for learners.
4. it gives no acknowledgement to factors which must inevitably play a part in the
creation of any course, the language-centered analysis of target situation data is
only at the surface level.
5. it reveals very little about the competence that underlies the performance.
B. Skills Centered course design

It is a reaction both to the idea of specific registers of English as a basis for ESP and
to the practical constraints on learning imposed by limited time and resources. Its aim is not
to provide a specified corpus of linguistic knowledge but to make the learners into better
processors of information.
Two fundamental principles:
a. Theoretical hypothesis underlying any language behavior are certain skills and
strategies, which the learner uses to produce or comprehend discourse. It aims to get away
from the surface performance (general objective) data and look at the competence (specific
objective) that underlines the performance.
b. Pragmatic basis for the skills-centered approach derives from a distinction made
by Widdowson (1981) between goal-oriented courses and process-oriented ones.
The role of needs analysis in this approach is twofold: it provides a basis for
discovering the underlying competence that enables people to perform in the target
situation, it enables the course designer to discover the potential knowledge and abilities
that the learner bring to the ESP classroom. This approach takes the learner more into
account than language centered approach.
C. Learning centered approach

The learner-centered a roach is based on the principle that learning is totally
determined by the learner. As teachers we can influence what we teach, but what learners
learn is determined by the learners alone. It is an internal process, which is crucially
dependent upon the knowledge the learner already have and their ability and motivation to
use it. It is a process of negotiation between individuals and the society. Society sets the
target and the individuals must do their best to get as close to that target as is possible.
82
A learning-centered approach says: ‗we must look beyond the competence that
enables to perform, because what we really want to discover is not the competence itself,
but how acquires that competence.‘ Identify target situation, Analysis target situation,
Analysis learning situation, Write syllabus, Write materials Teach materials, Evaluate learner
achievements. A language-centered approach considers the learner to here. A skills-
centered approach considers the learner to here. A learning- centered approach must
consider the learner at every stage.
This approach has 2 implications:
1. Course design is a negotiated process. The ESP learning situation and the target
situation will both influence the nature of the syllabus, materials, and
methodology and evaluation procedures.
2. Two Course design is a dynamic process. It doesn‘t move in a linear fashion. Need
sand resources vary with time. The course design, therefore, needs to have built-
in feedback channels to enable the course to respond to developments.
Of the three best approaches to ESP learning in ICT is the Skills Centered course
design. Language-centered course design is a simple approach, but has some shortcomings
as described above, then the approach of Learning centered approach of students centered
on the principle that learning is really determined by the students themselves. What they
learn is determined by the students, while the teacher, can only influence what is taught. So
in this approach all depends on the knowledge students already possess and their ability
and motivation to use them.
Whereas, Skills Centered course design with practical constraints on learning
imposed by time and limited resources, the idea of a special English register as the basis for
ESP is a good reaction. The goal is not to provide a collection of specific linguistic
knowledge but to make students better information processors. Through two basic
principles namely: theoretical hypothesis and pragmatic basis, with theoretical hypothesis
students are trained to be able to use language skills with certain strategies so that students
can understand a discourse and have performance that can understand the competence
(special purpose). Furthermore, the pragmatic basis of a skills-centered approach derives
from the distinction made between goal-oriented and process-oriented courses. While in
terms of analysis that is: provide a basis to find the underlying competence that allows
people to perform in the target situation. This allows the course designer to discover the
potential knowledge and capabilities that the students bring to the ESP class. So with Skills
Centered course design approach in ICT learning, students can learn English with a more
specific and better purpose.
83
REFERENCES
Dick and carey. 2005. The Systemstic Design of Instruction, Sixth Edition. New York. Pearson.
Harjoprawiro, Kurnadi. 1998. Penggunaan Bahasa Inggris sebagai Pengantar: Pengingkaran
Terhadap Sumpah Pemuda. Kompas.
Hutchinson, Tom and Alan Waters. 1987. English for Specific Purpose A learning-contred
approach. New York. The Press Syndicate of the University of Cambrigde.
https://www.academia.edu/24894752/English_for_specific_purposes_a_learning_centered_ap
pr
ach_Tom_Hutchinson_and_Alan_Waters_Review_paper_Section_2_Course_design
Mackay R, Mountforg and A.J. 1978. The Teaching of English for Specific Purpose: Theory and
Practice. Journal Pengembangan Masyarakat
Wikipedia,InformationTechnology2009,
p.(http://en.wikipedia.org/wiki/Information_technology)
Zeitz, Leigh .2005. Technology Integration Plan. USA. unpublished paper UIN.
5.4 APPROACHES TO DESIGN ESP INI INDONESIA BY SYLLABUS

( Fitria Sri Hariantika/ 23030-15-0100)
The approaches ini Indonesia based on the syllabus. The multi syllabus is one of the
important factors to be applied to start sharing the students quality so it will be parallel with
the studies they learn in the college. We are as the English Lecturers should create a grand
design for what the relevant topics to be taught to the students and also realize the plan we
Made into implementation then evaluate the design, manage and administer the education
program.
Designing course booking is easier especially for students with specialized skillful,
the ESP is considered effective and easier to be taught by designing ESP course book
through the multi syllabus approach. Practically, in real application many language teachers
apply multi syllabus using grammar as the basic foundation to develop this syllabus, of
course it will raise another difficult situation and take longer time to get the goal of ESP
(English for Specific Purpose) study straight to the students.
The multi syllabus application should create starting point‘ based on the necessary of
students, on this literature the informatics students are the target of the multi syllabus
application where the lecture design ESP course book which is related to computers,
technology and information, and the most significant thing to be reminded is the skill of
technology is not the only factors but how to guide the students also be compatible to
practice the language to be used on their daily life in the future.
Syllabus reflects, what a teacher and learners are willing to accomplish in the end of
the course and how the significance of its roles depends on the teacher‘s perspective on
84
what teaching and learning should be. It is obvious that a syllabus should be associated with
the present language teaching and learning situation. Three different types of syllabuses
rarely stay independent because actually they are not entirely distinct from one another. the
teacher or course designer is allowed to produce a proportional syllabus by combining one
syllabus with another syllabus. Not only that, the teacher may decrease the weaknesses of
one syllabus by using strong points found in another syllabus.
A comprehensive course needs analysis is definitely needed in order to design an
effective bridge course for the targeted learners three Indonesian university lecturers. The
courses were planned as an intensive pre-study one with a narrow focus, assisting three
homogenous students to bridge their doctoral study in Taiwan in the near learners.
The Multi-Syllabus Syllabus Approach to Design English for Specific Purposes (ESP)
Course Book for Informatics Students
The objectives of this literary review are to discuss the kind of syllabus used in ESP
course book for computer informatics students. The multi-syllabus syllabus applied in as the
basic design toward informatics ESP course book. The design is by selecting topic items
related to technology. Vary of teaching methods with still considering basic criteria needed
in syllabus like learn ability, frequency, coverage and usefulness. Harmer Jeremy in this book
‗The Practice of English Language Teaching‘ (2001: 29-300) elaborate the multi-syllabus
syllabus as good solution to solve teaching method which is more appropriate for the
students need so the teachers and students can reach the teaching goals better and faster
instead of a program based exclusively on grammatical or lexical categories. Learning
general English is considered waste or not effective for informatics students. The data was
taken from semester I Informatics ESP course book used by the students in the collage of
computer informatics and management Budidarma Medan in 2006. The method used in
descriptive method where the data will be elaborated one by one. The application of the
multi-syllabus syllabus considered as linear goal expected by the college which the students
are expected to be skillful both in communication and can challenge the world of computer,
information and technology.
REFERENCE :
Ramadhani P,. 2017. The Multi-Syllabus Syllabus Approach to Design English for
Specific Purposes (ESP) Course Book for Informatics Students.
85
5.6 ESP: TEACHING ENGLISH FOR ISLAMIC EDUCATION DEPT. IN IAIN SALATIGA.
(Ida Fitriyah/23030-15-0070)
The teaching of general English at university to students of Non English

Department began to be questioned. As the aim of general English is to cover the
teaching of fundamentals of grammar, expressions and phonetics (Kitkauskiene, 2006)
which the learners may not need because they are not majoring at English language,
English for Specific Purposes (ESP) seems to be more appropriate. Teaching language for
specific purposes is determined by different – professional/occupational, social and other
needs of the learner. Therefore English for specific purposes (ESP) includes specialized
programmers which are designed to develop the communicative use of English in a
specialized field of science, work or technology. To be able to speak on a professional
subject is not enough to know general vocabulary.
However, a great part of professional vocabulary consists of general words, which
either have a shift of meaning or make a new unit, usually becoming a compound word
or a combination of words. The objective of ESP is not only focusing on the language but
also on the ability to perform specific task. This is different from the objective of general
English which requires the mastery of the language to be tested. A student taking ESP for
law studies is expected to be able to pass law test, not an English test.
English is a compulsory subject for all programs and departments at Mataram State
Institute for Islamic Studies (IAIN Salatiga). It is a-four-credit subject consisting of two 2
credit courses: English matriculation 1 offered in semester 1, English matriculation 2
offered in semester 2. This means that students at IAIN Salatiga will have to learn English
for two semesters. They have to pass all the English subjetcs to be able to graduate.
However, the English taught to the students is General English (GE) which is not suitable
with the needs of the learners. IAIN Salatiga can teach English as a specific subject in the
form of English for Specific Purposes (ESP) because it fulfills the criteria of ESP. The ESP
approach is built on an assessment of purposes needs analysis, and the functions for
which English is required. In fact, as a general rule, when teaching EGP, the four skills i.e.
listening; reading; speaking; and writing are stressed equally.
However in an ESP context needs analysis plays a vital role in determining which of
them is most needed by the student and consequently the syllabus will be designed
accordingly. In this sense, an ESP program, might, for example, emphasize the
development of reading skills in students who are preparing for graduate work in
business administration; or it might promote the development of spoken skills in
86
students who are studying English in order to become tourist guides. Now we move to
examine the link between theories about language learning and ESP.
English for Specific Purposes.

The basic concept of ESP in the context of English language teaching from its
classifications, it can be referred from the classifications of ESP introduced by Mackay
and Palmer (1981), Carter (1983), and McDonough (1984). However, Hutchinson and
Waters (1987) present a more detail figure of ESP in a tree diagram to show that ESP as a
branch of a tree of ELT in which ESP may have sub-branches such as English for Science
and Technology (EST), English for Business and Economics (EBE), and English for Social
Sciences (ESS). Each can be English for Academic Purposes (EAP) or English for
Occupational Purposes (EOP). The term „specific‟ in English for specific purposes refers
to the specification of the goal and objectives, not to certain English jargon or register
(Dudley-Evans and St John 1998, Hyland 2006, and Harding 2007). The concepts of
specific in ESP can be understood from its classification.
Choosing ESP materials refers to the goals and objectives derived from needs
analysis. The ESP materials may mean development of new material, collection and
adoption of various materials, or adaptation of existing ones. According to Graves (1996)
and Tomlinson (2011), in order to select materials some issues such as their effectiveness
to achieve the goals, their appropriateness, and their feasibility should be taken into
account. The source of materials can be, according to McDonough (1984), taken from
published materials (textbooks, journals, magazines), from real speech (lectures,
broadcasts, seminars, conversations), specially written, or simplified and adapted ones.
When teaching ESP for Islamic Higher Education students, all the processes will be just
the same as any other form of teaching: starting with Pre-teaching activities, continued
with Whilst-teaching activities and ended with closing. The big difference is that the
students should be trained to be more independent and to be more responsible for their
own successes. Therefore, the teacher as the practitioner should always remind the
students to develop their English and communication skills at home, and have more
practice the things that they really need for their jobs.
Teaching
Faculty participates in the teaching-learning process in these ways: instruction,
evaluation, student-academic advisement, academic program planning, and curriculum
development. Instruction is the imparting of knowledge, developing of skills and
attitudes, and meeting of special needs in various ways ranging from structured to
87
individualized activities, including instructional support activities which aid and enrich
the teaching-learning process. Evaluation is vital to the instruction process and is a basis
for academic program planning and student advising.
Academic advising is the sharing of information between faculty and student
regarding the student's academic progress or professional goals, and assists the student
in maximizing the benefits from the educational experience. Academic program planning
identifies educational goals and contributes to their implementation. Curriculum
development may be directed towards either course or program development and may
involve credit or non-credit activities. This is facilitated by individual involvement and
collaboration with colleagues, and recommendations to the appropriate committees
where necessary.
General English
English for General Purposes (EGP) refers to contexts such as the school where
needs cannot be readily specified. It is more useful to consider EGP providing a broad
foundation rather than a detailed and selective specification of goals like ESP.
(Hutchinson, T., & Waters, A. 1987, p 53-54). Aside from the rough separation at the
definition level there is an overlapping connection and proportion between them. In
order to clarify their relation Widdowson (1983) establishes distinctive features of ESP
and EGP.
The most important EGP features are: 1. the focus is often on education; 2. as the
learners‘ future needs are impossible to predict, the course content is more difficult to
select; 3. due to the above point it is important for the content in the syllabus to have a
high surrender value. The most relevant ESP features are: 1. the focus is on training; 2. as
English is intended to be used in specific vocational contexts, the selection of the
appropriate content is easier; 3. it is important for the content in the syllabus to have a
high surrender value, most relevant to the vocational context; 4. the aim may be to
create a restricted English competence. Surrender value stands for the overall utility
(value) of the English taught by a specific course, the higher the surrender value, the
greater the utility of the English taught. These distinctive features reveal the true nature
of EGP and ESP.
Islamic Education
Azra (2014) explained that the development of Islamic Education in Indonesia
progressed from traditional institutions consisting of a small group of people learning
Islamic specific matters utilizing musalla and langgar (small mosques) and local places
88
(pondok, surau, dayah) led by an Imam or Kyai (Islamic religious leader). Later, during the
1860s, as the Dutch were establishing schools for Indonesian elites, new Muslim scholars
returning home after completing their study in Makkah and Medina felt the need to
response to it. So, pesantren, a bigger Islamic education institution was established and
become an alternative for parents who did not like Dutch schools.
However, different from Java where Dutch schools were mostly rejected by Muslim
parents, in West Sumatra the schools gained some respect from the people.
Consequently, in this region, the institutions produced new Indonesian educated elites.
The group eventually played critical role and maintained influential position in the
community. At around this time, there were also increasing number of Muslim students
graduated from Cairo and Egypt where reformation and modernization in Islamic context
were growing. As these educated Muslim groups came in contact among others, the
network was established and the idea of having a reformed and modern Islamic
education was raised. As a result, Madrasah emerged as the new form of Islamic
education institution that combined the modern system of Dutch school with the Islamic
teaching contents of pesantren (Azra, 1999, Azra, 2008).
REFERENCES
Kusni. (2013). ―Reformulating English For Specific Purposes (Esp) In Indonesia: Current Issues
And Future Prospects“. Jurnal SELT 2013 Proceeding, ISBN: 978-602-17017-1-3.
Diakses pada 5/26/2018. 11:06 PM.
Kitkauskienė, Laimutė. (2006). ―General English And English For Specific Purposes (Esp)‖.
Jurnal Santalka.Filologija. Edukologija. 2006, T. 14, Nr. 2. Issn 1822-430x Print/1822-
4318 Online. Diakses Pada 5/29/2018. 2:11 PM.
Bensafa, Abdelkader. (2017). ―Functions of ESP: Criteria to Understand What Really makes
it an Approach Not a Product‖. Jurnal of Social Sciences. Diakses pada 5/29/2018.
2:14 PM.
Hendriani, Suswati. (2016). ―Teaching English For Specific Purposes (Esp) For Islamic Higher
Education Students‖. Jurnal Batusangkar International Conference I, 15-16 October
2016.Diakses pada 5/29/2018. 10:57 AM.
Hidayati, Tuti. (2016). ―English Language Teaching in Islamic Education in Indonesia:
Challenges and Opportunities‖. Jurnal Englisia May 2016 Vol.3, No. 2, 65-82. Diakses
pada 5/29/2018. 1:23 PM.
Valeria, Alexandra. (2010). ― A General View On The Relationship Between Esp And Egp‖.
Jurnal Professional Communication And Translation Studies, 3 (1-2) / 2010. Diakses
pada 5/29/2018. 11:15 PM.
Muhsinin. (2013). ―Developing English for Islamic Studies for Students of Islamic Education
Department Mataram State Institute for Islamic Studies (IAIN Mataram)‖. Jurnal
Seminar Nasional Hasil Penelitian Tesis dan Disertasi – PPS Unnes. Diakses pada
5/29/2018. 11:03 PM.
89
5.7 THE IMPORTANCE OF ESP COURSE DESIGN IN INDONESIA

( SITI SETIAWATI/ 23030150106)
Course Design is the process by which the raw data about a learning need is
interpreted in order to produce an integrated series of teaching-learning experiences. The
aim of course design is to lead the learner to a particular state of knowledge. In practical
terms this entails the use of the theoretical and empirical information available to produce a
syllabus, to select, adapt or write materials in accordance with the syllabus, to develop a
methodology for teaching those materials and to establish evaluation procedures by which
progress towards the specified goals will be measured. This means in practice that much of
the work done by ESP teachers is concerned with designing appropriate course for various
group of learners. For the ESP teacher, course design is often substantial and important part
of the workload.
Designing a course is fundamentally a matter of asking questions in order to provide
a reasoned basis for the subsequent processes of syllabus design, material writing,
classroom teaching and evaluation. We need to ask very wide range question: general and
specific, theoretical and practical. Some of these questions will be answered by research,
others will rely more on the intuition and experience of the teachers, yet others will call on
theoretical models.
Kipling‘s honest serving men: to outline the basic questions.
Why does the student need to learn?
Who is going to be involved in the process?
Where is the learning to take place?
When is the learning to take place?
What does the student need to learn?
How will the learning be achieved?
There are probably many different approaches to ESP course design as there are
course designers. However, we can identify three main types of course design:
Language-Centered Course Design

This is the simplest kind of course design and is probably the one most familiar to
English teacher. It is particularly prevalent in ESP. The language-centered course design
process aims to draw as direct a connection as possible between analysis of the target
situation and the content of the ESP course. It starts with the learner, proceeds through
various stage of analysis to a syllabus, thence to materials in use in the classroom and finally
to evaluation of mastery of the syllabus items.
90
Skills-centered course design

The skills-centered approach to ESP has been widely applied in a number of
countries, particularly in Latin America. Students in universities and colleges there have the
limited, but important need to read subject texts in English, because they are unavailable in
the other tongue. In response to this need, a number of ESP projects have been set up with
the specific aim of developing the students‘ ability to read in English.
A learning-centered approach
Before describing this approach, we should expand our explanation of why we have
chosen the term learning-centered instead of the more common term learner –centered. The
learner-centered approach is based on the principle that learning is totally determined by
the learner. As teaches we can influence what we teach, but what learners learn is
determined by the learners alone. Learning is seen as a process in which the learners use
what knowledge or skills they have in order to make sense of the flow of new information.
The Importance of English Teaching in Indonesia

Language is important because it's one of the main ways to communicate and
interact with other people around us. It keeps us in contact with other people. English
language is an example for the importance of a language because it is the international
language and has become the most important language to people in many parts of the
world. It is most widely used in communicating around the world, Also it is spoken as the
first language in many countries. English is playing a major role in many sections like
education, medicine, engineering and business. There are many reasons that makes English
is the most important language in the world.
It is four reasons why English is important the first reason is that even though English
is not an official language around the world but it is the most common language is used to
communicate around two billion uses regularly. The second reason is that learning English is
very important and necessary for the business world, researchers‘ show that cross-border
business communication is in English and learning it changes our lives. Moving to the third
point English is mostly used in publishing books, making films, music and a lot of
entertaining things. The last reason is that 50% of the information on the internet is available
in English by knowing it can be easy to access in any website. At the end it says that
although learning English is challenging and take much time, but it is valuable and gives
more opportunities.
91
This essay is useful and I can depend on it because it is a school website in England.
The language is the source of communication in the world and helps us share our ideas and
thoughts. Each country has their official language.
English for specific purposes (ESP) refers to the teaching and learning of English as a
second or foreign language where the goal of the learners is to use English in a particular
domain. Consequently, English is very important for Indonesian student for the following
three reasons: Easy to find a high-quality job, communicating with the international world,
and accessing scientific sources in the student‘s major field.
The first reason for why English is very important for Indonesian student is helps
students find a high quality jobs for students to find. In business life, the most important
common language is obviously English. In addition to this, especially, high-quality jobs need
good understanding ability and speaking in English. For example, the student who is
graduated from a university which takes English as a major language will find a better or
high-quality job than other students who don‘t know English adequately. In other words, the
student who knows English is able to be more efficient in his job because he can use the
information from foreign sources and web sites.
The second and the most important reason, for English is very important for
Indonesian student is enables students to communicate with the international world. In
these days, i think, the most important thing for students is to follow the development in
technology. For this reason, they have to learn common language. Certainly, they should not
lose their interest on communicating with the world. For example, the Internet, which, in my
opinion, is the largest source in the world, based on English knowledge and information.
The last reason is facilitates accessing information. All of the students have to do
some projects or home works which are related with their field during the school education.
In these projects or home works, they have to find some information which is connected
with their subject. They find sources from English web sites and books, but they have to
replace these data to their projects. During these process, if they know English, they will not
come across with any difficulty, but if they don‘t know, even they may not use these data. As
a result, the student who knows English will be more successful at their project. In short,
students need to know English to access information.
Reference
Knipe, S. (2016). Innovation in Course Design. Australian Journal of Teacher
Education, 41(3).
Hain, S. and Back, A. ―Personal Learning Journal – Course Design for Using Weblogs
in Higher Education.‖ The Electronic Journal of e-Learning Volume 6 Issue 3 2008,
92
Klebansky, A., & Fraser, S. P. (2013). A Strategic Approach to Curriculum Design for
Information Literacy in Teacher Education – Implementing an Information Literacy
Conceptual Framework. Australian Journal of Teacher Education, 38(11).
Allwright, R.L. (1982). Perceiving and pursuing learners‘ needs. In M. Geddes&
G.Coffey, B. (1984). ESP- English for Specific Purposes. Language Teaching,17(1).
Bacha, N.N,& Bahos, R. (2008). Contrasting views of business students‘ writing need
in an EFL environment. English for SpecificPurposes, 27, 74-93.
Du, H. S. and Wagner, C. (2006) ―Weblog Success: Exploring the Role of Technology‖,
International Journal of Human-Computer Studies, vol. 64, no. 9, pp. 789-798.
Mayer, D. (2014) Forty years of teacher education in Australia: 1974-2014. Journal of
Education & Teaching: International research & pedagogy, 40(5), 461-473.
3.8
5.8 ENGLISH TEACHING IN PESANTREN
(Dzawil Fadhli/23030-15-0179
Pesantren (Boarding Islamic School) is a unique educational institution. Not only

because of its existence is already done long time ago, but also because of the culture,
methods, and networks that were applied by the religious institution. Pesantren is the first
Islamic educational institution and unique indigenous in Indonesia. The history of Islam in
Indonesia shown that Pesantren has a major role in building a culture and civilized society,
it cannot be separated from the culture of Indonesian‘s people, it is not only rich with
various scientific literatures, but also able to contribute to the surrounding community.
(A'la, Abdul, 2006).
Pesantren has its own systems, characteristics, and it became an integral part of
social institution. As a social institution, empirically and historically, Pesantren is
experiencing up and down in maintaining the existence and mission. However, an
interesting phenomenon to be observed that Pesantren faced many obstacles, but until
now, it is still survive even some of many Pesantrens are able to present themselves as an
alternative movement models for solving social problems facing by society (Azyumardi
Azra, 1985).
Since the seventies, Pesantren popping up like mushrooms in the rainy season in
Indonesia. Each Pesantren has distinctive patterns and characteristics. There are Pesantrens
that use the Department of Religion curriculum and there are also Pesantrenss that refer to
the Ministry of Education curriculum, in addition, there are also Pesantren which had a
modern education system that can compete with other quality school, particularly in the
mastery of foreign languages (Arabic and English).
93
Method
The study was an attempt in the field of science that is consciously directed to know
or learn new facts. In this study, the researcher used a qualitative approach to reveal
symptoms of a holistic, contextual data collection by utilizing the researcher himself as the
key instrument. In addition, qualitative research does not rely on evidence based on
mathematical logic. Principle figures or statistical methods to the actual character are the
conversation, alerts and other social action.
This study attempts to provide a picture of the facts in a systemic, factual, and
accurate. Thus the research report will contain data excerpts to give a presentation. The
data are derived from observation, interview, picture/photos, and documents. In order to
facilitate data collection in its processing beside the observation, this research will use the
following methods, they are; documentation, questionnaire, and interview.
Since this type of research is qualitative, the research paradigm of inductive basing
pattern means that the pace of research to find the truth rests from data obtained in the
field of scientific findings in the form of data (both primary and secondary). Then as it is
generalized so that it can be concluded from the result of the study.
The validity of measurement, analysis and compilation of data that has been
obtained it is possible there will be mistakes that led to a lack of validity in such research, so
stated in the form of a report. Therefore, the need for checking the data with the
techniques: Extended participation, Perseverance observation, and Triangulation.
Some of Pesantren that teaching Engglish usually use 3 (three) dimensions; IMTAQ,
science and technology, and skills with the composition of the curriculum as follows:
a. In formal education using three curriculums; Pesantren curriculum, DIKNAS curriculum, and
DEPAG curriculum.
b. Non-formal education emphasized on character building, propaganda, foreign language
skills, recitations, memorizing the Holy Quran, computers, arts, and also sports.
Besides, Pesantren also has experts in accordance with the need of school. It is
easy for Pesantren to shape the students character and attitudes in their lesson. With the
teachers who are supported by educational background S1, S2, or graduate for pesantren
and have experience about religion are certainly a lot of motivation for students. Three
curricula used in Pesantren will really make a wider variety of teaching and learning
methods. Although there are many barriers for students to receive so many lessons, but it
will accustom them to get used to.
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English Learning at Pesantren
Foreign language learning activities especially in boarding school through several

activities that support them:
a. Learn a Foreign Language (Arabic and English);
b. Study of Islamic books in Arabic and English books;
c. Speech training;
d. Write articles in Arabic and English on campus bulletin;
e. Language symposium by methods of playing and exercise;
f. Discussion;
g. Language Training.
1. Tutorials learning or additional time in learning

Learning materials focused on the mastery of Arabic and English both oral and written.
This activity also serves to control the activities of foreign-language daily. English and
Arabic language curriculum that is used in tutorial learning is local curriculum which is
based on the needs of learners.
a. Study Islamic books in English.
The study was carried integral with the boarding school and applied for
high school students in grade II or grade V. In this activity accustomed
method of reading. Learners are trained to read texts in Arabic, understand
the style of language or phrases, and try to understand it.
b. Speech Training
Speech Training is a routine activity undertaken by students, who usually on Friday
night using Arabic and Sunday night using the English. In this activity students were
exercised their speaking ability by using foreign languages and especially the courage to
train them to perform in front of the audience.
c. Symposium language with fun, this is a routine activity in stabilizing the simple grammar
materials associated with extracting the learners of words or phrases commonly used in
everyday life. This activity aims to eliminate the impression that the subject was difficult.
d. Write articles in English and Arabic on campus bulletin. Each class or dormitory have a wall
or a bulletin or newsletter bulletin. The students are trained how to write articles about their
daily light or the things that wanted to write in English and Arabic.
e. Language training activities carried out incidentally, usually once a year. This activity is an
activity that is voluntary. The students who intend to follow this activity sign up to the
special committee formed to handle this activity. This activity usually lasts for one week, by
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emphasizing the ability to talk and speak in foreign languages, especially Arabic and
English.
f. Discussion. Each students is divided into several discussion groups consisting of 1, 2, 3-class
junior high school, that is, the division is without looking at the class or level familiarize
them with the aim of discussing and practicing foreign languages.
g. This is called super Camp. This activity is designed to isolate the students to be in an
environment that is always a foreign language. Implementation was also unique, because
the students were asked in groups to live together in a tent. In approximately one week,
they were trained in a camp to apply foreign language skills (Arabic and English), in
particular the ability of a conversation (Conversation), speech, and listening (Listening)
foreign language.
h. This is called super Camp. This activity is designed to isolate the students to be in an
environment that is always a foreign language. Implementation was also unique, because
the students were asked in groups to live together in a tent. In approximately one week,
they were trained in a camp to apply foreign language skills (Arabic and English), in
particular the ability of a conversation (Conversation), speech, and listening (Listening)
foreign language.
2. English Language Learning and Teaching Approach at Pesantren
English learning approach used in Pesantren IMMIM is a comprehensive
learning approach also called All-in-One System. This approach considers that the
language as a system consisting of functional elements that show the unity that
cannot be separated (integral).
The purpose of English learning is the school seeks to make English as a means of
communication, both verbal and written. The sequence that must be controlled by the
learner includes four language skills, namely listening, speaking, reading, and writing.
English learning at Pesantren view that the English with the following characteristics:
a. English has two functions, namely as a means of communication between human being and
as the language of science.
b. English has the same knowledge structure with other languages.
To recognize sounds and tools that generate it said delivery phonetic science, to
recognize the difference meaning with phonological knowledge, to recognize the formation
of word gave to the science of morphology, to know the syntactic structure of sentences
gave to science, and to understand the meaning of delivery semantics.
In accordance with the characteristics of scientific English that resembles then spiral,
meaning that in a speech that had conceived the elements of phonology (the sound of
phonemes), morphology (the words), syntax (the speech sentences) and semantics (the
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meaning of the word and structure) then the strategy of developing English learning
materials based on the scope of its environment, namely from the environmental sphere
closest to the students leading to further environmental sphere. Firstly, the students get
acquainted with himself, his family and so on to the school environment. As related to the
theme on English learning materials are intended only to the effectiveness required in
establishing communication.
Application of Four Language Skills at Pesantren
The function of English learning at Pesantren IMMIM is as self-development tool of

the students in the field of communications, science, technology, and cultural arts. Thus,
they can grow and develop into an intelligent, skilled and personality, and is ready to take
part in national development. The functions are translated in English learning objectives are
for the students to develop in terms of :
1. The ability of listening, speaking, reading, and written are good;
2. Speak in a simple but effective in a variety of contexts to convey information, thoughts and
feelings, and social relationships in the form of a variety of activities, interactive and fun;
3. Interpret the contents of various forms of short type and simple text written in response to
derives forms of activities, interactive, and fun;
4. Creative in writing short and simple though in different forms of text to convey information,
express thoughts and feelings;
5. To live and appreciate works of literature, and
6. The ability to discuss and critically analyze text. While the expected ability mastered by the
students through the eyes of English teaching proficiency at Pesantren IMMIM includes four
aspects, namely:
a. Speaking Proficiency
Students are able to pronounce the various shades of meaning in a variety of oral text with
a variety of purposes and contexts of communication.
b. Reading Proficiency
Students are able to understand the various nuances of meaning are found in a
variety of written text with a variety of communication purposes, text structure,
and characteristics of the language.
c. Listening Proficiency
Students are able to interpret the various shades of meaning in a variety of oral texts with a
variety of purposes and contexts of communication.
d. Writing Proficiency
tudents are able to express meaning in writing in accordance with the purpose of
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communication with discourse structure and language features commonly used in

the culture of the language used.
e. Learning Materials
English learning materials at Pesantren IMMIM includes five components of
language, which includes:
1) Talk, which contains a dialogue that contains form of words, structures,
sentences, and new vocabularies;
2) Vocabulary includes the meaning and usage of words, phrases, and idioms;
3) The structure, containing a word or sentence structure;
4) Reading, contains a specific topics related to the structure and vocabulary;
5) Writing in a format that contains vocabulary and word structure.
English learning is used in everyday inside Pesantren IMMIM considered

more effective by using the local curriculum. This is based on the local curriculum is
accommodating and adjusting to the daily needs of learners. In other word, the materials
selection started from something close (most needed) with state of the learner toward the
things that are abstract and are considered remote from everyday life.
Thus habituation to communicate orally and written as a destination will be more
easily achieved. Below is a picture sequences topics covered in the class of local curriculum
at Pesantren.
Implementation of Four English Skills at Pesantren
The topics taught and involving four English skills by following steps: Presenting the
topic in a simple dialogue (not too short or long), this is to create a psychologically bored
because dialogue is too long tiring enough to memorize or remember. From the dialogue is
selected for uttered words repeatedly and as material for exercises writing. The dialogue is
spoken and will be conducted by the students in speaking face to face with strict
supervision.
The dialogue should be spoken out/hard so that in practice face to face that
is spaced three or to four meters. This is to train learners of familiarized pronunciations
(vowel), which could be heard clearly. So the pronunciation characteristics will become
more fluent and easy. Expand and add new vocabularies in the same topic by opening a
dictionary or by asking teachers, and sometimes also a new vocabularies will be written on
the bulletin board in any places and location that should be memorized by the students.
The learners write the vocabularies. In term of increasing the wealth of language,
learners are required creative. In the same topic, the tutor gives a simple reading material
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for easily and quick understandable to students. Furthermore, teachers/mentors guide to

formulate simple sentences, starting from two per-sentence vocabularies to three per-
sentences vocabularies in accordance with the theme.
References
Abbot, Barbarra. (1999). The Formal Approach to Meaning, Semantics and its recent
Developments. Journal of Foreign Languages.
A'la, Abdul, (2006). Pembaruan Pesantren (Yogyakarta : Pustaka Pesantren)
Allen, Harold B. Ed. tt. Teaching English as a second. New York : McGraw-Hill Book
Company.
Azyumardi Azra. (1985). ‖Surau di Tengah Krisis: Pesantern dalam Perspektif
Masyarakat‖,dalam Pergulatan Dunia Pesantern: Membangun dari Bawah
(Jakarta: P3M, 1985);
Bin Tahir, S. Z. (2010). MODAL DASAR MENGUASAI BAHASA INGGRIS: A
STEPPING STONE TOWARD MASTERING ENGLISH GRAMMAR.
Jakarta: Media Pustaka Qalam.
Bin Tahir, S. Z. (2008). CARA PRAKTIS BELAJAR BAHASA ARAB: At-Taysiir
Fii at-Ta'liim Al-Lugha al-Arabiyah (Vol. 2). Jakarta: Media Pustaka
Qalam.
Sugiyono, (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D (Bandung :
Alfabeta)
CHAPTER VI:
ESP , ELT TEACHING STRATEGY AND METHODOLOGY
6.1 THE USE OF QUIZLET TO TEACH ENGLISH GRAMMAR

Compiled by : Aghniyau Finajah/Aghni.powpow@gmail.com
English is International language which is important to learn. English is the most

useful language in the world. We may wish Indonesian were the International Language, but
the real situation is that wherever we go in the world, the common language is English.
English language is like a bridge to travel around the world. This is true even if we live in a
country where there is not an English-speaking person for many thousands of kilometers in
any direction. Today we live in a very connected world, so that even if we live in an isolated
place, it is very easy for us to connect with people, movies, music, culture, or whatever we
want via the internet. We can of course do this in whatever language we are interested, but
English is the most useful language. English is the international means of communication.
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Even if we live somewhere like Indonesia, we can have contact with people from other
countries, and in order for that interaction to be meaningful we need to speak English.
Some people are lucky. They were born to be native speaker of English so they don‘t
need to learn it because they acquire it. Like, in America, Great Britain, Australia, Scotland,
and some other countries, English is their mother tongue and being their daily language. In
India, Malaysia, Singapore and other countries use English as second language where in the
environment there are English-speaking people. However, in Indonesia, English is foreign
language. Not all or some of people here speak English or even understand English. Due to
English is the most useful language, the government put English language into curriculum
which the students have to learn it since they are in elementary school, or some kindergarten
level already applied this.
English is one of important lessons in the school. The government put English lesson
in list of National Examination which means learning English is obligation for the students.
However, English is not easy to learn. English is the most language that is not consistent in
pronunciation. It‘s one of reasons why English is hard to learn. Not only the pronunciation,
the grammar is hard to understand. There are so many students are failed in the examination
just because they don‘t understand about ―Grammar.‖
―Grammar is the business of taking a language to pieces, to see how it works‖ (David
Crystal)
Grammar is the system of a language. People sometimes describe grammar as the
―rules‖ of a language; but in fact there isn‘t language has rules. If we use the word ―rules‖, we
suggest that somebody created the rules first and then spoke the language, like a new
game. But language did not start like that. Languages started by people making sounds
which evolved into words, phrases and sentences. No commonly – spoken language is fixed.
All language change over time. What we call ―grammar‖ is simply a reflection of a language
at a particular time. Grammar is mental system of rules and categories that allows humans to
form and interpret the words and sentences of their language.
Grammar adds meanings that are not easily inferable that allows from the immediate
context. The kinds of meanings realized by grammar are principally:
a. Representational – that is, grammar enables us to use language to describe the world
in terms of how, when and where things happen.
e.g. The sun set at 7.30. the children are playing in the garden.
b. Interpersonal – that is, grammar facilities the way we interact with other people
when, for example, we need to get things done using language.
e.g. There is a difference between:
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Tickets!
Ticket, please.
Can you show me your tickets?
May I see your tickets?
Would you mind if I had a look at your tickets.
Language as conceived of by Chomsky is ―a set (finite or infinite) of sentences, each

finite in length and constructed out of a finite set of elements‖ (Chomsky 1957:13). As he
further claims, this holds true for all natural languages since they have ―a finite number of
phonemes (or letters in its alphabet) and each sentence is representable as a finite sequence
of these phonemes (or letters)‖ (Chomsky 1957:13). Thus, a grammar of a language should
be thought of as ―a device of some sort for producing the sentences of the language under
analysis‖ (Chomsky 1957:13). Such a linguistic analysis of a language should attempt to sort
out the grammatical sentences from the ungrammatical ones and study the structure of the
grammatical sentences. Furthermore, the grammar of a language will generate all the
grammatical sentences of a language and none of the ungrammatical ones. There comes,
however, the question of what constitutes a sentence or a string of grammatically-arranged
words. Chomsky accounts, in this respect, on a native speaker‘s intuition.
Hence, once a particular string of words or a sentence causes a feeling of wrongness
in a native speaker, then it can be classified as ungrammatical. Such an approach to
grammaticality enabled syntactitians to study language and its grammatical properties on
the basis of devised sentences and not through a corpus of observed speech as it was the
case in the past. As put forward by Chomsky (1957), grammar of a language should be
considered autonomous of meaning since it is likely for a sentence to be grammatical on the
one hand, and meaningless on the other, as in Chomsky‘s famous example ‗colourless green
ideas sleep furiously‘. The opposite is possible as well, thus, a sentence or a string of words
may be both ungrammatical and meaningful, to cite yet another Chomsky‘s example ‗read
you a book on modern music‘. Therefore, a well formulated grammar of a language should
produce all and only grammatical sentences of a language, regardless of their meaning.
Grammar is so confusing for students and also the method is not interesting for
students. It makes hard to understand the grammar while the students are demanded to
understand grammar. The teacher should find new way to teach grammar. The students
prefer something funny in the class, so the will not get bored. In millenial era, we know that
generation Y – millenials, people who were born in 20s century, or in Indonesia we called it
―kids jaman now‖ - . This group of people would be the most familiar with communication,
media and digital technology. Everything has changed. We can access internet easily, all
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people have cellphone, computer and other digital technology. As a teacher we have to
change our startegy, our method, how to teach grammar easily, funny, interesting which can
encourage students to understand it more.
When I joined Indonesian Massive Open Online Course (IMOOC), I learned about
digital literacy. The American Library Association‘s digital literacy task force offers this
definition: Digital literacy is the ability to use information and communication technologies
to find, evaluate, create, and communicate information, requiring both cognitive and
technical skills." (Liana Heitin : 2016)
We can use this situation, to change our method and strategy. We would try to use an online
application to teach grammar. I learned about Quizlet application.
Quizlet is a mobile and web-based study application that allows students to study
information via learning tools and games. It is currently used by 1-in-2 high school students
and 1-in-3 college students in the United States. It was created by Andrew Sutherland in
October 2005 and released to the public in January 2007. Quizlet trains students via flashcard
and various games and tests.
As a memorization tool, Quizlet lets registered users create sets of terms and definition
customized for their own needs. These sets of terms can then be studied under several study
modes.
Flash Cards
This mode is similar to paper flash cards. In it, users are shown a "card" for each term. Users
can click to flip over the card or use their arrow keys, and see the definition for that term. The
user has the option for the face of the card to be a picture, writing, or both if it is desired.
Gravity
In this study mode, definitions scroll vertically down the screen in the shape of asteroids. The
user must type the term that goes with the definition before it reaches the bottom of the
screen. It is one of the 'Play' study modes. Gravity was adapted from a previous game, Space
Race. The user can pick the level of difficulty and game type.
Learn
In this study mode, users are shown a term or definition and must type the term or definition
that goes with what is shown. After entering their answer, users see if their answer was
correct or not, and can choose to override the automatic grading and count their answer as
right if needed.
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Long-Term Learning
In this study mode, users are given a recommended study set based on whether or not they
answer study set questions correctly. Repetition of terms answered incorrectly increases in
frequency and a dashboard shows learning progress over time. The mode uses spaced
repetition concepts to focus on longer-term retention and subject mastery versus shorter-
term memorization.
Speller
In this mode, the term is read out loud and users must type in the term with the correct
spelling. It is good for our vocabulary matery.
Match
In this study mode, users are presented with a grid with terms scattered around it. Users
drag terms on top of their associated definitions to remove them from the grid and try to
clear the grid in the fastest time possible. Micro-match is a related matching game geared
towards mobile devices and devices with small screens. Users may access the Micro-match
mode on non-mobile devices by manually editing the URL in Match mode to use "micro-
match" instead of "match". Match was previously attributed as "Scatter". Though the name of
the study mode changed, the game itself did not.
Live
In this study mode, a Quizlet user with a Teacher upgrade (usually a teacher) breaks their
class up into teams of however number of teams they want. The teacher chooses whether to
start with a definition or term. Each team will have to choose the correct term/definition to
win. Most points for a team wins! The teacher upgrade must be purchased in order to unlock
this. If the teacher decides to shuffle the teams, the groups are randomly put into new
teams. This game works by choosing a set of flashcards and putting these flashcards into a
format which works for the game.
Giving games in the lesson is good for students. The students can learn and also play in the
class. I believe that using funny method can encourage students‘ interest in learning,
especially learning grammar. Not only Quizlet, there are several apps that can help us to
teach in the class. We can choose which app that we will use. We should choose the app
according what material would we teach and what skills we will improve in the lesson. Those
things should be related.
References:
https://en.wikipedia.org/wiki/Quizlet
https://blog.thelinguist.com/why-english-is-important
http://www.linguisticsplanet.com/chomsky-definition-of-language-and-grammar/
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https://www.edweek.org/ew/articles/2016/11/09/what-is-digital-literacy.html
6.2 COOPERATIVE LEARNING IN TEACHING ENGLISH FOR SPECIFIC PURPOSE (ESP)

(Ririn Nur Indasari/ 23030150121)
According to Stevens (1988), describes ESP as ―English language teaching which is

designed to meet specified needs of learners‖. Hutchinson and Waters (1987, p.19) define
English for Specific Purpose (ESP) as an approach to language teaching in which all decisions
as to content and method are based on the learner‘s reason for learning. Based on the
Robinson (1991, p.1) said that ―ESP as an enterprise involving education, training, and
practice and drawing upon three major realisms of knowledge namely language, pedagogy,
and students‘/ participants‘ specialist area of interest.
Other definition is ―teaching an academic studies, or for vocational or professional
purposes, as opposed to EGP, English for General knowledge and skill (Brunton, 2009;
Cartuver 1893; Hyland, 2006). Richards & Rodger (2001, p.107) saw ESP as a movement that
seeks to serve the language needs of learners who need English in order to carry out specific
roles (e.g. student, engineer, nurse) and who need to acquire content and real-world skills
through the medium of it rather than master the language for its own shake.
Therefore, the writer conclude that English for Specific Purpose is an approach in
English learning with the certain purposes, appropriate with the field that is the users
capable, in example in the field of law, in the field of business, field of science, etc. English
for Specific Purpose (ESP) has different purpose with General English (GE). ESP prepares the
students to be familiar with special terms in their field.
According to Millis (2002:1) said that ―Cooperative learning is a generic term for
various small group interactive instructional procedures. Students work together on
academic tasks in small groups to help themselves and their teammates learn together‖.
According to Jacobs (1998) as quoted by Diane Larsen in her book entitled ―Techniques and
Principles in Language Teaching explained that ―Cooperation is not only way of learning, but
also a theme to be communicated about and studied‖. Therefore, the writer thinks that
cooperative learning is one of language teaching strategies which emphasize on
collaborating attitude or behaviour in team or group. Cooperative learning basically involves
students in learning from one group to another group. Cooperative learning demands the
students to be active, and not thinking competitively or individualistically, but rather
cooperatively. In cooperative learning, the students more over in the same group or team in
certain time frame, so they can learn how to better work with their group or team. Generally,
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teacher forms the team or group, where is in the group or team, each students have different
background, economic status, ethnic, race, or culture.
Therefore, the students are gave a change to practice how to interact with different
people. Looking at the origin, evolution and current conception of CL methodology and
method were mostly influenced by such theories and fields as humanistic psychology,
constructivism, theory of group dynamics and Vygotsky (Gallagher10, 1999) sociocultural
theory. Creation of group climate which would reduce anxiety and eliminate the learner‘s
phobia is in the centre of humanistic psychology. Students in CL environment first of all
discuss the raised questions in their group, together look for the right answer and only then
speak to the whole classroom (teacher), and less communicative students always have an
opportunity to contribute collective results of group work without experiencing direct
pressure or open request to do it.
Roger dan Johnson (Anita Lie, 2004:31) said that not all team work can be a
coopetative learning. Millis (2002:1) said:
―Cooperative learning is a generic term for various small group interactive
instructional procedures. Students work together on academic tasks in small
groups to help themselves and their teammates learn together‖.
According to writer, not all team work reputed as cooperative learning, because:
1. Every learner in the group must work together and help each other, (2) every learner in
the group must face each other.
2. Every learner in the group must work together and help each other, (2) every learner in
the group must face each other.
3. Every learner in the group should keep each other in line with their communication.
4. Each learner in the group must have a sense of individual responsibility.
5. They should evaluate the performance of their group. The five things are important.
The five things are important, because in the group work cannot be work alone, every
member must be involved in the process. Although, in that group each learner has different
backgrounds and abilities, it is important for them to help each other. In the group,
communication is also an important thing, because it can avoid misunderstanding. Lastly do
an evaluation to find out the lack of performance of their group. With cooperative learning,
students are expected to be able to help themselves and their friends in learning.
Cooperative learning in addition to helping learners in learning English also helps learners to
hone their social skills.
Cooperative learning comes with a wide variety of activities allowing students and
teachers to work together, such as class activities for developing speaking skills that trigger
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the development of effective communication, in order to perform different speech acts, e.g.
asking and answering questions, expressing opinions, asking for and providing information,
greeting people, telling stories, etc. (Macpherson, 2007). There are many activities based on
the cooperative learning, for example jigsaw, think-pair-share, flashcards, etc. Those activities
can be very effective based on the skills which are emphasized to students, in example
listening skill, speaking skill, writing skill, and reading skill.
Third, the writer will explain about the benefits of cooperative learning in ESP.
Cooperative Learning is a successful teaching strategy that can be applied at all levels,
meeting students‘ various needs, such as socialization, emotional support, group
membership, feelings and opinions sharing. Cooperative Learning is an ESL/EFL teaching and
learning method through which students with different levels of ability work together in
small groups or pairs, in order to answer a significant question, to debate a subject matter or
undertake a project, in order to perform a common task. This modern method increases the
students‘ responsibility with regards to their work (this means that every team member is
responsible for his/her learning) and to the whole group work (students also help their team
mates learn) (Johnson et al., 2014); the teacher evaluates both types of work, i.e. the
individual and the group one.
In this regard, Cooperative Learning fulfills several important functions, such as the
promotion of students‘ self-esteem, creation and maintenance of positive relationships,
learning and academic achievement, increase in ―Ovidius‖ University Annals, Economic
Sciences Series Volume XVII, Issue 1 /2017 134 the students‘ retention and satisfaction with
their learning, development of students‘ communication and social skills (Adams, 2013).
Moreover, learning becomes student-centered (students can actively participate in their
learning) and is shared by group members (students can question, challenge, share and
discuss each other‘s ideas, and internalize their learning); it no longer falls within the
teacher‘s responsibility, as the responsibility of setting goals, evaluating learning and
facilitating learning belongs to all (Johnson et al., 2014). In order to involve the students
actively within the learning process and to increase their motivation, teachers should choose
exciting and stimulating activities that raise the students' curiosity. Moreover, they should
involve them in projects that require teamwork or pair works over a longer period of time
(with the achievement of the same goals).
Cooperative learning is extremely efficient as it encourages students to think
critically, to express their opinions to solve the given task; it helps students develop their oral
skills by interacting with each other; it enhances students‘ satisfaction with their learning
experience (Meng, 2010: 701-702). Johnson (2014:4) said:
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―When working in small teams, students learn to focus on their task, work together,
check each other for understanding, and help one another on certain learning tasks.
Moreover, their learning objectives and tasks may encourage cooperation, competition
or independent/individual work‖.
In this regard, it is noteworthy that cooperation should represent the main goal,
while competition can modify the learning rhythm; independent work or learning is useful
only when the acquired knowledge is applied in teamwork activities (Johnson et al., 2014: 5-
6). Therefore, the writer concludes that cooperative learning can helps the students to:
1. Raise the students‘ achievement.

2. Build positive relationships among students, it is important for creating a learning
community that values diversity.
3. Provide experiences that develop both good learning skills and social skills.
4. Increased students‘ memorizing skills.
5. Increased students‘ self-esteem.
6. More on-task behaviour.
7. Better attitudes toward teachers and school.
From the information given, we can conclude that the cooperative learning can be
applied in teaching ESP.
English for Specific Purpose is an approach in English learning with the certain
purposes, appropriate with the field that is the users capable, in example in the field of law,
in the field of business, field of science, etc. English for Specific Purpose (ESP) has different
purpose with General English (GE). ESP prepares the students to be familiar with special
terms in their field.
The reason why is because cooperative learning have many activities that can be
applied in every education level, for example jigsaw, think-pair-share, flashcards, etc. It also
have many benefits, such as raise the students‘ achievement, build positive relationships
among students, develop students‘ learning skills and social skills, improved students‘
memorizing skills, etc.
BIBLIOGRAPHY
Ali, S. U. (2017). ESP Teacher Education Model in Indonesian Context. Edukasi-Jurnal

Pendidikan , 134-150.
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Hutchinson, T., & Waters, A. (1987). English for Specific Purposes A Learning-Centered
approach. Musselburgh: Cambridge University Press.
Larsen-Freeman, D. (2000). Tecniques and Principles in Language Teaching. Sanghai: Oxford
University Press.
Sutiyatno, S., & Wijarnoko, W. (2016). Pengaruh Metode Cooperative Learning Terhadap
Kemampuan English for Specific Purposes (ESP) Reading Comprehension. Transformsi Jurnal
Informasi & Pengembangan IPTEK , 88-96.
6.3 THE USE OF VIDEO IN LEARNING ENGLISH SPECIFIC PURPOSE

(Ryda Kusuma Wardhani/23030150133)
In the digital era, many people have opportunities to find many materials in internet.
As a wise internet user, learners can use it to improve their knowledge. One is the use of
video containing learning materials. Thus, students are not difficult to achieve learning
objectives. As a teacher can also do things that facilitate the process of teaching and
learning. Especially for ESP learning.
The development of information technology and communication with the rate and
extends gives the impression to all aspects of life is no exception in the field of education. As
with this development, it has changed the way humans learn (Naismith et al, 2004). The
learning process now takes place by exceeding the lecture hall (Kukulska-Hulme & Taxer,
2005), is globalized and lifelong (Sharples, 2000 & Cheng & Towsend, 2000).
The use of media in the educational process will add to the process of understanding
the learners more deeply and make the learning activities more diverse (Norah, Nurul Izzati
& Radhiah, 2012). Video has been used in various ways to support student learning. Video is
defined as a medium that presents audio and graphics simultaneously (Shephard, 2003).
The video in principle is like matching television broadcasts but the concept has
been developed since six decades of freelance (Smaldino, Lowther & Russel, 2008). Video
learning is one of the media that can help educators in the teaching and learning process.
According to Norah et al., (2012), in the past, video media required high spending, but
educators today are able to produce their own videos based on their ideology and creativity.
The human race we exist at the moment is continuously changing due to
technological discoveries that are shaping our habit and becoming an inextricable part of
our daily lives. These changes are so swift that sometimes it is not possible to perceive them
in time and react appropriately. However, look like to be on a ceaseless quest for innovations
in domains of science and technology in arrange to satisfy the requirements of their
students. They need to use the available material on high-tech achievements in their ESP
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classroom, and also need to modernize their ESP courses, thus provided that students with
considerable professional language input and updated information.
ESP is a little difficult to understand. Therefore, some might say obligations, to use
video in learning ESP, in order to increase student motivation to learn ESP. Such materials
also call on cognitive and constructivist mechanisms thought to improve uptake of the
target language (Tarnopolsky, 2012).
Therefore YouTube, which offers a extensive variety of video clips that deal with
professional topics, is one of the most helpful and effective teaching aids in the modern
surroundings. It contains all the most up-to-date professional information to be found in
documentaries, tutorials, lectures, advertisements, and much more.
If correctly selected, these materials can function as audio-visual resources that bring
real life into the classroom, present students with every-day professional situations, and play
the role of valuable authentic material, which altogether is of great significance in the
constructivist system of ESP teaching. That is why audio-visual instruction material in the
form of YouTube clips is considered a tool that can modernize the teaching/learning process
and meet the interests and needs of students who crave to be in touch with technology
. The study to be presented in this chapter discloses how students of technical
sciences react to video resources in ESP classes and reveals the achievements of students
instructed by such teaching aids.
Studies that have been conducted recently on the use of Audio-Visual Resources
(AVRs) in English language teaching and learning mainly explore the attitudes of general
English language teachers and students towards audiovisual resources as teaching tools.
For example, such studies investigate how AVRs have an effect on primary school
children (Arvin & Salam, 2015) and secondary school children in learning English (Ode,
2014), or how they influence the performances of university students (Kausar, 2013; Mathew
& Aldimat, 2013) in their English language and literature classes. They also give insight into
how secondary school English literature teachers perceive the role of AVRs in motivating
students to read literature and develop their critical and creative skills (Yunus, Salehi, & John,
2013), or, for instance, show the extent to teachers are satisfied with the quality of the audio-
visual material provided by libraries (Ashaver & Igyuve, 2013).
Recent research on audio-visual resources in ESP environments is less common. A
significant study was conducted by Al Khayyat (2016), who determined that ESP skills were
better developed in students who had been instructed by a combination of audio-visual
resources and computerized material than in students whose instruction was based on
conventional materials.
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The use of video as a teaching and learning material in the lecture is a familiar
matter. Educators have been well acquainted with the greatness of teaching based on videos
capable of attracting interest, increasing motivation and learning experiences (Berk, 2009 &
Jamalludin & Zaidatun, 2003). The instructional media must be developed in a proper way so
that learners can understand the content or ideas that are conveyed more memorable for
learning (Mayer, 2001; Paivio, 1986). The abnormalities shown to offer instructional materials
such as using video clips help to get a clearer and more precise information (Aloraini, 2005).
The employ of video enhances better communication over materials (Whatley &
Ahmad, 2007). Referring to the learning theory of "cue-summation", the increase of stimulus
numbers makes individual learning more effective (Barron & Kysilka, 1993). Simulated visual
notices as an additional channel, it is capable of perpetuating oral information (Mayer &
Anderson, 1991). Berk (2009), in his study reserve each course in the Faculties using video
clips as a teaching tool so that their students may experience a remarkable cognitive
experience and an impression of emotion during the learning process.
Mayer (2001) explains some of the principles of learning related to the form of
multimedia for learning purposes:
1. The principle of multimedia: Learning is better when using text and images versus
text only.
2. Principle of proximity: Learning improves when text and images are presented
simultaneously
3. Principle of modality: The term speech is better than the printed text for the purpose
of explaining an image.
4. Principle of Requirement: The learning materials need to be arranged based on a
clear order along with the header.
This conclusion was made by comparing the students‘ speaking and writing abilities. As
far as the specific terminology among ESP students is concerned, a study was approved out
with the meaning of determining how audio-visual resources might be used to develop
students‘ vocabulary skills, confirming that AVRs can positively impact not only vocabulary
but also writing skills in ESP students (Lin, 2004).
In addition, perceptions of ESP teachers regarding the use of AVRs in education were
also explored. One such study was conducted by Şahin and Şule Seçer (2016) among the
English teachers in an aviation high school to see how efficiently they had been using video
materials as warm-up activities in their classes.
Focus group interviews used by the authors revealed that AVRs were not as often
included in classes as predictable. The main obstacles for implementation of AVRs seemed
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to be the shortage of time to use video material, the insufficiency of the equipment used, or
insufficient computer literacy of teachers who needed to cope with technical problems that
occurred in class.
Talking about the effectiveness of video materials in teaching, Ode (2014) stated that
―audiovisual resources do not only increase the motivation of teachers and learners, [but]
they [also] add clarity to the topic trained and make learning more interesting‖ (p. 195). Ode
is just one of the authors who claim that video materials bring added value, making classes
more attractive and making teaching material easier to understand. Mannan (2005) and Dike
(1989) also spoke in favor of AVRs as tools for clarifications on multifaceted subject-matter.
Mannan (2005) stated that AVRs ―help the teacher to clarify, establish, correlate and
coordinate accurate concepts, interpretations and appreciations, and enable him to make
learning more concrete, effective, interesting, inspirational, meaningful and vivid‖ (p. 108).
Unlike professional texts which can be full of ambiguity, abstract words, and
meanings, audio-visual materials can present real examples and eliminate concept from
language. This is achieved through a variety of linguistic and non-linguistic cues that are
displayed in a video.
These technique abstract ideas which are accompanied by concrete visual
presentations can become more comprehensible to the audience. When watching the
material and listening to it simultaneously, students can almost immediately test their
thoughtful of a certain video content, their audio and visual capacities being stimulated at
the same time. They can rely on many paralinguistic features too, like mimicking, gestures,
postures, or attitudes.
The results of the Shaples (2000) study found that the use of video can increase
student engagement and motivation in learning something. Instead, educators should need
to apply this technology more effectively in teaching and learning. For example, the use of
video can be utilized in classroom teaching as a practical tool for increasing the quality of
conventional methods available.
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REFERENCES
112
Al Khayyat, A. (2016). The impact of audio-visual aids (AVA) and computerized materials (CM)
on university ESP students‘ progress in English language. International Journal of Education
and Research, 4(1), 273-282.
Ashaver, D., & Igyuve, S. M. (2013). The use of audio-visual materials in the teaching and
learning processes in colleges of education in Benu state-Nigeria. Journal of Research &
Method in Education, 1(6), 44-55, 2320-7388.
Asokhia, M. O. (2009). Improvisation/teaching aids: aid to effective teaching of English
language. International Journal of Education and Science, 1(2), 79-85.
Barry, A. M. (2001). Faster than the speed of thought: vision, perceptual learning, and the
pace of cognitive reflection. Journal of Visual Literacy, 21(2), 107-122.
https://doi.org/10.1080/23796529.2001.11674574
6.4 THE USE OF DRILL TECHNIQUE IN TEACHING ESP

(Mukhammad Khafid Abdurrohman / 23030150107)
Language is our primary source of communication. It is the methode through which

we share our ideas and thougts with others. Some people English language is very important
in every education units from kindergarten, elementary school, junior highschool until senior
high school. English, as the lingua franca of international communications in all fields of
human activity, is so widespread that now it can be considered as an Asian language (Bolton,
2008). However, the importance of English is not just how many people speak it, but what it
is used for (Kitao, 1996).
In Indonesia, English language has been taught as one of the compulsory subjects for
students from the Junior High School up to the Senior High School and it may be the
necessary to pass an examination in English to enter a university. English is worldwide
language and we must to learn English in this era of globalization. In school we always learn
English not just speak with a native speaker but to communicate with each other. As Haycraft
(1978, p.8) states, there are various skills in mastering of language: listening (understanding
the spoken language), reading (understanding the written language), speaking and writing.
To support the mastery of the four language skills the students have to learn vocabulary first
before understanding other skills.
For learn English must be known and learn about vocabulary. Vocabulary is a list or
collection of words or of words and phrases usually alphabetically arranged and explained or
defined. Richard and Renandya (2002, p.255) state that vocabulary is a core component of
language proficiency and provides much basis of how the learners speak, listen, read, and
write well. As a foreign language, learning English vocabulary mastery is very important to
support other English language skills, especially for students of junior high school. However,
many students do not seem to find themselves comfortable with the foreign language in the
classroom. They think that English is a hard subject to study because their limited vocabulary
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and poor knowledge or mastery of the language component. The problems make them
difficult to understand the words.
English for Specific Purposes (ESP) is as a branch of English language Teaching (ELT)
and refereed as ‗applied ELT‘ as the aims and contents of any ESP course is based on specific
needs of the learners. Unlike ESP, English for General Purposes (EGP), where courses are
designed based on general needs of the learners. Although in designing courses for both
ESP and EGP learners, needs analysis has been a primary focus, both differ in the approach
of needs analysis. While ESP courses focus more on specific and immediate needs of the
learners, EGP courses may not focus on specific needs of the learners as learners at that
stage may not be able to specify their contexts of using language.
Hutchinson and Waters (1987) indicated that ―ESP is an approach to language
teaching in which all decision as to (the) content and method are based on the learner‘s
reason for learning (p. 19). Strevens (1988) described ESP as English language teaching that
is designed to meet the specified needs of a learner. Lorenzo (2005) stated that ―ESP
students are usually adults who already have some acquaintance with English and are
learning the language in order to communicate a set of professional skills and to perform
particular job-related functions‖ (para. 1). Hutchinson and Waters (1987) provided three
reasons for the emergence of ESP: demand in the new world, revolution in linguistics, and
new focus on learners. Dudley-Evans (1998) defined three characteristics of ESP (p. 4):
(a) ESP meets the specific needs of learners;
(b) ESP uses the underlying methodology and activities of the discipline it serves; and
(c) ESP focuses on the appropriate language for these activities for grammar, lexis,
register, study skills, discourse, and genre.
Drilling technique is a technique for teaching language through dialogues which
emphasize on the students‘ habit formation by repetition, memorizing grammatical
structures, and tense transformation, using the target language and the culture where the
language is spoken (Setiyadi, 2006, p.54), In addition, drill is part of audio-lingual method
(ALM). On the other hand, drill means forcing the students to use the target language. There
are several types of drilling techniques in ALM (Setiyadi, 2006, p.63-66), which are repetition
drill, substitution drill, transformation drill, replacement drill, response drill, cued response
drill, rejoinder drill, restatement, completion drill, expansion drill, contraction drill,
integration drill, and translation drill. In this study, the writer chose three of them: repetition
drill, substitution drill, and translation drill.
They are the types of drill that are, in the writer‘s opinion, needed by students. The
drills can be adjusted to the classroom dynamics during the teaching and learning process.
Using drilling techniques, the teacher should drill the students to use the target language
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and make it familiar in order that the students can remember and understand new
vocabulary. During the teaching learning process, the students are dependent on the
teacher. The teacher can also use more than one drill to improve the teaching and learning
process.
Automotive engineering, along with aerospace engineering and marine engineering,
is a branch of vehicle engineering, incorporating elements of mechanical, electrical,
electronic, software and safety engineering as applied to the design, manufacture and
operation of motorcycles, automobiles and trucks and their respective engineering
subsystems. It also includes modification of vehicles. Manufacturing domain deals with the
creation and assembling the whole parts of automobiles is also included in it.
The automotive engineering field is research -intensive and involves direct
application of mathematical models and formulas. The study of automotive engineering is to
design, develop, fabricate, and testing vehicles or vehicle components from the concept
stage to production stage. Production, development, and manufacturing are the three major
functions in this field. For automotive program will used a ESP and to know How is the use
of drill technique in teaching English for Specific Purposes of vocabulary at automotive
program and to investigate the use of drill technique in teaching vocabulary?
In automotive program used different method and strategies to be learn vocabulary
or to be learn English. In this discussion will be used drill technique to teach vocabulary for
automotive program. In Drill technique is used by English teacher teaching in the classroom,
with schedule that have been specified by using Pre activity, while activity, and post activity.
And it can be know from the step or activities of teaching vocabulary that used by the
teacher. There are three activities the teacher did pre activity, while activity and post activity:
A. Pre-Activity
In pre activity , activity for this step is introduction or some give greeting to the
student automotive program asking them who student did not present. This step aimed to
remind the students about the previous lesson and how their response it that has been given
by teacher. The teacher is successful in stimulating their interest and motivation before
started the lesson, and she sometimes give warming up to them.
Warming up is one of important aspect in teaching, because it is the first activity of
the lesson. By using it can foster motivation and make the students to focus to learn,as
Eragamreddy (2013) using warming up activities can be one way to bring variation in class
activity and to make the students curious, focus their attention, provide the purpose and
motivation (Akther, 2014 , p.1). Teacher preparation is an important part of every lesson
because it will help you in teaching, such as helps students develop the knowledge and skill
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they need in the classroom, more likely to remain in teaching, and can produce higher
students achievement.
According to Darling-Hammond (2006) teacher preparation is important because
teacher knowledge of teaching and learning, subject metter knowledge, experience, and the
combined set of qualifications measured by teacher licensure are all leading factors in
teacher affecriveness (NCATE, p.3 ). The material has to appropriate with students‟ need such
as dialogue, text, passage or picture that related to automotive program.
B. On-Going Activity
Based on the observations, In while activity, the teacher taught English especially
vocabulary of English for automotive with the various of topic.Automotive program that also
learn English (listening, speaking, reading and writing) not only General English but English
that related to Automotive (English for Automotive), so Materials also have to have a very
purpose-related orientation which Dornyei (2001) believes is an essential component of any
material designed for specific purposes. Having a clear purpose behind materials also
promotes motivation (in Brunton, 2009, p.7).
Using drill technique to introduce new vocabulary through lines of the short
dialogue/ conversation/text, passage or expression and of course appropriate some
vocabulary that was related to automotive vocabulary. The students repeated each line or
word or sentence of the new dialogue/ vocabulary/ passage several times.a teacher actually
have to appropriate all of things that related to the students‟ need and program.
Automotive program that also learn English (listening, speaking, reading and writing)
not only General English but English that related to Automotive (English for Automotive), so
Materials also have to have a very purpose-related orientation which Dornyei (2001) believes
is an essential component of any material designed for specific purposes. Having a clear
purpose behind materials also promotes motivation (in Brunton, 2009, p.7).
The process of using drill technique on while activities are: the teacher showed a
picture that was related to automotive, the teacher often used media such as pictures,
dialogue, conversation, passage and text that is related to the material and automotive
program. She also used audio visual media such as projector and whiteboard to easier
teaching and learning process. The use of media is very important in teaching learning
process, because it can help teacher to support in her teaching so that more interesting,
understanding etc. Using verbal and nonverbal cued often used by the teacher in teaching
vocabulary such as spoken cues and picture cues. Freeman (2003, p. 43) said students should
learn to respond to both verbal and nonverbal stimuli.
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C. Post Activity
Post activity is last step to be closing the teaching. Usualy teacher closing with to
memorise what is learn at that day. This step is to sum up the teaching and learning process
and activities. The observation showed that the teacher summarized the 99 lesson to make
the students get the idea about what they have learnt. After then, in this activity the teacher
can know what the students could understand or not teacher has taught. From this activity
that used by the teacher, it can be concluded that teaching and learning vocabulary is good
because the student more enjoy and fun in learning english for automotive and the teacher
always used all activities of teaching process.
The conclusion is teacher use drill technique in englis for specific purpose to
vocabulary at automotive program and the teacher use pre activity, while activity, and post
activity in teaching and learning vocabulary process. Before teaching, teacher prepared all of
that is related to lesson today, such as media, material, warning up etc. There were some
stages in teaching vocabulary (automotive) by using drill technique, namely
a) Brainstorming
b) while the activity the teacher explained more about the material in teaching vocabulary by
using media such as picture, dialogue, passage, conversation, short text related to
automotive program
c)the students listen the explanation about the rules ofdrill and then the model, the students
practice themodel by themselves, the teacher read the vocabulary and the students repeated
it
d) evaluation toward drill technique by giving test such as multiple choice, close test, picture,
chance the sentence etc
e) post the activity the teacher summarized the lesson and remembered again about
vocabulary by using drill technique.
6.6 THE EFFECTIVENESS METHODOLOGY ON ESP
(Tri Wahyuni / 23030150110)
English is a language that has been used as an international language. No wonder if

in all sectors of life, ranging from education, politics, tourism, economy etc. using the English
language. Surely in every sector have its own terms in the mention of a thing. Hence the
need for a study to learn more. The learning we know by the name of English for Specific
Purposes (ESP). Learning ESP helps learning English in particular and more focused.
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The large number of sectors of life, which also uses the English language, then the
English learning strategy and also has different methods. For example, in Indonesia have a
vocational school, where the majors owned any variety. Start of business Managed, tourism,
medicine, architects etc. In the religious learning, the need for different teaching methods,
adjusting to the needs of each Department.
Therefore, the need for teachers who are competent in their field, so that the learning
of English for specific purposes can be carried out well. Teachers should be able to adjust the
State and condition of the classroom, so that strategies and teaching methods can be right
on target that will make learning to run more effectively and efficiently. Departing from the
foregoing, the author will present some ESP teaching strategies in accordance with the areas
of study that are studied.
ESP for Vacational High School
In the English Language was made the language of Indonesia as a foreign language
(foreign language) not as a second language (second language). In the English Language
studied the language, especially among the basic to intermediate level school top English
learning more focused on understanding language structure and oriented on exam results. It
becomes less effective in language learning, because the most important in learning a
language is not in the structure of the language, but rather to the use of linguistic skills.
If in language learning still focuses on the mastery of language and orientation

structure of exam results, then the learner is not easily mastered that language. This is due to
the system study done processed is the teacher's center and students just listen and
memorize the material presented. Mastery of the linguistic aspects and functions of the
language has not been carried to its fullest to participants of student. Especially if it is
associated with the curriculum in Indonesia at this time i.e. 2013 curriculum that emphasizes
on the student-center, then teachers need to revamp the teaching strategies of English, so
that learners can enable the language properly, i.e. as a means of communication.
One example of a strategy and method of teaching English in a Vocational High

School is to use the Thematic Integrative (IT). IT is a learning method learning activities to
synergize between several disciplines are integrated and based upon the same theme and in
the context of learning objectives that are similar to a mastery of the competencies of
graduates of the same ( Ratnadewi).
This method is suitable for English teaching in Vocational School level, since learners
will learn in his own pursuant to the skills learned. By using the Contextual approach and
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Communicative learning IT, learners will be given instructional models that bring to mind the
learners still be, not out of line, because this study has the same theme making it easier for
students to understand the material learned.
The use of this method of among teenagers, judged better because they start to
develop cognitive abilities more broadly. For that, the preferred English language learning
requires more logical and abstract thinking, but also effective thinking ego-related
investment and confidence and to give a chance on skills development academic and social .
English learning with IT other than the model based on Contextual teaching
learaning is also based on a Communicative approach. Hence the principles of both
accommodate in learning activity i.e. constructive, enquiries, ask, community learning,
modeling, reflections and authentic assessment. Comunicative according to David Nunan
(1991), namely promoting interaction in the target language, text and communication in
authentic learning, strengthening the natural process in learning the target language and the
business of connecting the language learned by language daily outside the classroom.
The learning outcomes expected from the model of learning like this is that the
learners have academic skills be mastery of the material is better because IT's learning model
based on student characteristics as learners at once the student participant the
accommodation has the characteristic of learning. In addition, students are expected to have
social skills and interact in the learning results. While the role of teachers in the method IT is
as a model, that is to say the teacher just gave examples or provide sample text conversation
according to the theme are presented.
Communicative Competence-based approach to Civic character in ESP
Another method that can be applied in the teaching of ESP is to use Communicative
Competence Approach. Hymes (1975) defines communicative competence is a system of
social interaction, where there are four underlying communicative behaviour parameters,
namely the extent to which the system allows the creation of communication, the extent to
which the principle of the versatile applied, the extent to which the system in accordance
with the context of the use of language as a communication tool, and the extent to which
the system operate has the purpose of communicative.
Communicative principle communication put more emphasis on eating my father

learned given by the users of the language against the linguistic material. Rasjid (1997:16)
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suggests that the principle of communicative ability emphasizes the importance of

communicating student learning through interaction in English as the target language, using
authentic material mater-can provide the opportunity to them to focus not only on language
but also on the learning process itself.
The results of the research conducted in the procurement ESP for Hospitality shows a
different student learning results significantly. In the study conducted trials are divided into
2 groups. A group using the communicative competence and Group B using conventional
ESP. Do pre-test of two groups with a susceptible result not too far away. After a post-test
where A group using the communicative competence and Group B use Conventional ESP,
the results obtained are experiencing significant and differentiation the use of
communicative competence better than Conventional ESP.
This is because learning with communicative competence approach students more

active and happy and enthusiastic in learning process. Students feel more interested and
challenged to communicate more active and communicative.
SOURCE:
http://journal.um-surabaya.ac.id/index.php/didaktis/article/view/250
http://jurnal.polines.ac.id/jurnal/index.php/orbith/article/view/320/275
6.7 THE USE OF AUDIO VISUAL FOR TEACHING GRAMMAR IN ESP CLASS
(ULFI NIHAYA/ 23030150123)
English is a language used to communicate in all part of the world. English as an

international language used to make the communication easy with one country to another.
The mastery of English in business is important right now. Because it is be able to help
people to follow the development of business. It is also in field of tourism, technology, and
science. The mastery of English according to the learners need, here English is taught as
Specific Purposes (ESP).
From the phenomenon above, English for Specific Purposes (ESP) then becomes such
an important part of English language teaching since it gives more specific features of
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English to certain learners. There are three main common reasons to the emergence of ESP
according to Hutchinson. Those three reasons are :
(1) the expansion in scientific, technical, and economic activity on an international

scale after world war II,
(2) the revolution in linguistics which states that the language varies considerably,
and in a number of different ways, from one context to another,
(3) learners were seen to have different needs and interests, which would have an
important influence on their motivation to learn and therefore on the effectiveness of their
learning (Hutchinson and Waters, 1987:6-8). In other words, it is crucial to design a language
teaching for certain learners with relevant contexts in order to gain effective and beneficial
teaching and learning process. So it can be stated that the English course design for science
students will somehow different with the economic students because they have different
needs for learning English.
English for specific purposes is a subset of English as a second or foreign language. It

usually refers to teaching the English language to university student or people already in
employment, with reference to the particular vocabulary and skills they need. As with any
language taught for specific purposes, a given course of ESP will focus on one occupation or
professionals, English for waiters, English for hotel, English for tourism. ESP is taught in many
universities of the world. Many professional associations of teachers of English (TESOL,
IATEFL) have ESP sections. ESP teaching has much in common with English as a Foreign or
Second Language and English for Academic Purposes (EAP).
The researcher used audio visual as teaching media. Audio visual materials uses sight
or sound to present information: ―language tapes and video cassettes and other
audiovisual‖. Audio visual involves both hearing and seeing (usually relating to teaching
aids). Audio visual aids are devices that appeal to the eyes and ears of the learners.
A. AUDIO AIDS
Accoding to Subathra (2012), in the process of learning English language, hearing

aids like cassettes and recorders were commonly in used. Such aids of teaching aids were
effective in improving the phonetics, pronunciation and spoken English of the students.
B. VISUAL AIDS
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Other modern aids of teaching stated by Subathra are visual aids. Apart from the
traditional visual aids like charts, pictures and models that are still in use in the classrooms;
there are other modern visual aids which were in use in the recent years. These aids include
the picture slides, motion pictures and the like.
C. AUDIO-VISUAL AIDS
Madhuri (2013) states about the definition of audio-visual aids that the audiovisual
aids are tools of record to improve speaking skills that are used for several times and more
than others. It is where the object picture section and gestures have been systematically
used with audio-visual work to elucidate meaning.
Subathra (2012) emphasizes the best side of audio-visual aids that they made the
process of learning has become quite exciting for the students with the audio-visual aids. It
helps the students in generating an open mind for learning. At the same time it develops
team work among the students as they are required to work in teams for such project-based
learning. Within a short period of time these audio-visual aids gained much popularity and
have shown their dominance.
Ahmad (2013) emphasizes that in audio visual aids, both the listening (ears) and
viewing faculties (eyes) are involved. Such aids include television programs, video films,
motion pictures, synchronized audio-slide projectors, computers and computer assisted
instructions and so on. Cartoon films are also a useful medium for developing, and chiseling
the skills of the students.
According to Nupur (2012), there are so many advantages of using audio visual aids,
such as:
1. Best motivators: They are the best motivators. Students work with more interest and
zeal. They are more attentive.
2. Fundamental to verbal instructions: They help to reduce verbalism which is a major
weakness of the schools. They convey the same meaning as words mean. They give
clear concepts and thus help to bring accuracy in learning.
3. Clear images: Clear images are formed when we see, hear, touch, taste and smell as
our experiences are direct, concrete and more or less permanent. Learning through
the senses becomes the most natural and consequently the easiest.
4. Vicarious Experience: Everyone agrees to the fact that the first-hand experience is the
best type of educative experience but such an experience cannot always be provided
to the pupils so in some situations certain substitutes have to be provided. For this
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we find a large number of inaccessible objects and phenomenon. For example all the
students in India cannot possibly be shown Taj Mahal etc. In all such cases audio-
visual aids provide us the best substitutes.
5. Variety: Audio-Visual aids provide variety and provide different tool s in the hands of
the teacher.
6. Freedom: The use of audio-visual aids provide various occasions for the pupil to
move about, talk, laugh and comment upon. Under such an atmosphere the students
work because they want to work and not because the teacher wants them to work.
Grammar plays a very important role in English sentence. In English, each sentence
always contains a tense. But what is a grammar? According to Ba‘dulu (1997:7) Grammar is a
structure of language form or a verb phrase used to express a time relationship. Cook and
Sutter (1980:47) says that tense refers to the form that verb take in order to communicate
information. Usually, this information related to time. Thus, a grammar is structure if
language a form verb expresses time.
Structural grammars, associated with linguists such, offered a fairly rigorous method
for describing the structure of a language in terms of both its morphology and its syntax. In
these grammars each word in a given sentence is categorized according to how it is used,
and the ‗patterns‘ or ‗structures‘ are said to constitute a unique systems form that language.
Then by way of audio visual we can to easy learning about grammar in an English for
specific purposes. Because with teaching using videos of students more interested and pay
attention to learning. And grammar is something can make bored. With we explain with
audio visual make different.
Teaching grammar is an area that has been frequently investigated. The most
frequent problem is that grammar presentation in the textbooks is evaluated as
decontextualized-authentic context that the communicative value of a grammar item can be
appreciated by the learners. Textbook activities also lack the nonverbal elements of the
communication like body language, mimes, gestures and emotions. These shortcomings call
for the use of audio-visual. In this respect, a widespread multimedia tool that has both
visual and audio content is video. It is possible to state the advantages of videos via using
the terms diversity, facilities and creativity. Videos can be useful particularly to create learner
curiosity and arouse interest. Video can make different sense and feel.
Because if we learn use video student can easily see and understand. In video there is
a picture, which are play controls, transcripts, subtitles and captions. Teachers have the
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freedom to create their own videos using different multimedia tools such as cameras, mobile
phones, websites and animation software. That is to say, instead of mechanical Fill in the
blanks or Write the past form of the verbs exercises in the course-books, an animated video
would be more beneficial. Along with these, videos can be of vital help in contextualizing the
language items. On the other hand, there are also cautious approaches to multimedia tools.
In this context, the issues that attract notice are purpose and selection of videos, and nature
of language. It means giving assistance for English teaching but not for the whole
teaching, the video should be used to reach a learning goal. Not just to color the lesson. It is
not realistic to expect learners to learn language more easily and effectively because of just
using technological devices. Similarly, t level, age, interest and background should be
considered. A material that worked well in a class may not work in another class.
Another point that needs to be kept in mind is that languages are spoken in
communities. Learners need to interact emotionally, cognitively and socially in meaningful
and purposeful situations to use language. On the whole, if used carefully and purposefully,
and supported with opportunities to use language authentically; videos with their variety,
flexibility and productivity have a lot to offer for language learning processes of the learners.
6.8 THE USE OF COMPUTER AS A MEDIA TO TEACHING ESP
(Fajar Kurniawan/ 23030150125)
English is an International language. The spread of English is now widespread and

continuing so that people in developing countries including Indonesia recognizes that
English has influences and roles are increasingly dominant in some parts world. In fact,
various information about science knowledge and technology of the world are mostly
delivered in English. Global communications rely heavily English skills because English has
become means for accessing valuable information and resources delivered through various
media, both print and media electronic.
The development of science and technology, especially in information

communication and technology is very fast. The development of it is applied in teaching
activities in order to get a better result. Teaching is not only about paper, white//black
board, marker, map, and picture. Teaching is about transferring knowledge to the students.
In order to get a good result, the teacher should use the effective teaching aid. A teaching
aid is a tool used by teachers, facilitators, or tutors to help learners improve reading and
other skills, illustrate or reinforce a skill, fact, or idea, and relieve anxiety, fear, or boredom,
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since many teaching aids are like games. There are many kind of teaching aids such as :
chalkboard or whiteboard, map, overhead projector, computer, charts, calendars, flash chard,
posters, slides, flip chart, etc, but the writer believe that the best one among them is a
computer.
To be able to use technology well, we must know and can use English well. Therefore
the English lesson is very important to follow the rapid development of technology,
especially in education. Many new methods and strategies for learning are mainly English.
English For Specific Purpose is a new approach in the teaching and use of English for
specialized fields and studies that meet the needs of the English language proficiency and
profession. The fields of science and profession such as English for law, medicine, mechanical
engineering, economics, or maritime and others. Robinson went on to say ―It (here ESP) is
generally used to refer to the teaching and learning of a foreign language for a clearly
itilitarian purpose of which there is no doubt.‖
Thus, English For Specific Purposes (ESP) has a different approach and assumption
than General English (GE) for example. The purpose of ESP is to enable students to master
English in the field they are studying. For example chemistry students, then they must
understand English for chemistry, or if they are engineering students, they must know
English for engineering, or if they work in hospitality, they must master English hospitality, if
they are maritime students, then they should master English maritime.
ESP is commonly used in teaching foreign languages for specific uses in certain
fields of science and professions. This purpose is generally understood as a benefit in the
role of Inggirs as a communicative tool both oral and written. Therefore, ESP should be seen
as an approach, concept and method that is different from General English. ISP is an English
language teaching approach that has different approaches, perceptions, designs, materials,
evaluations and objectives. ESP material refers to the needs of students (students' needs)
and graduate users themselves.
The same thing was also said by Mc Donough about the definition and concepts of
PE. He posseses "ESP courses are those in which the syllabus and materials are required.
Donough's opinion indicates that the material and syllabus and the objectives of the P & E
should be designed and developed based on the needs of students and graduate users as
students either when they are in college or when they will work the teaching materials or
instructional materials should fit their needs. So the ESP approach is a bottom up approach.
It can be concluded that ESP is not a new product, but an approach in learning English that
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is different from common English. ESP refers to learning-oriented English language-specific

needs of learners in accordance with the field of science and work. ESP based and developed
based on needs analysis.
Than Robinson say that there are three main features of ESP that distinguish it from
General English or English a Foreign Language (EFL) or English as a Mother Tongue (EMT).
The three characteristics are 1) ESP is goal oriented learning. In this context, learners learn
English not for reasons of wanting to know the language as the language and culture
contained in it, but learners learn ESP because it has a specific purpose, specific and specific
in academic and profession to one another. 2) The substance of ESP is designed and
developed based on the concept of needs analysis. The concept of needs analysis aims to
specialize and link and bring closer to what the learner needs both in academics and
professions. 3) ESP is aimed more at adult learners than children or adolescents. This is
logical because ESP is generally taught at middle and high academic levels and professional
or workplace.
Five steps to understanding ESP
1. Special Language Concepts: The English analysis list of electrical engineering differs
from general biology or English. the purpose of the analysis is to identify the
grammatical and lexical features of the register. The point in understanding ESP is
more important is to understand the grammar first because in an ESP text the
grammar context used is a high-level grammar context.
2. Analysis of rhetoric or discourse. After understanding the grammar then learners
should be able to understand the meaning in a sentence in the text of ESP. ESP text
has a degree of difficulty in understanding meaning, there is a rhetorical discourse
that requires more understanding, the language used is a specific language.
3. Target situational analysis. Learners should have a goal in studying ESP. given that
the purpose of the ESP lesson is to enable learners to function adequately within the
target situation, ie situations in which learners will use the language they learn.
4. Abilities and strategies In studying ESP learners must have the ability and
strategy. The fourth stage of ESP shows an attempt to explore and consider not only
the language itself but the process of thinking that underlies the use of language. In
this case learners should master the abilities in terms of vocabulary, grammar,
reading. Taking cues from cognitive learning theory, language learners are treated as
thinking beings who can be asked to observe and verbalize the process of
interpretation they employ in the use of language.
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5. A learning-oriented approach There are three forces underlying ESP's origins:

needs, new ideas about language, and new ideas about learning. Language learning
is not just reading a book but there must be a learning process.
In computer learning Technology is viewed as a systematic application of scientific
science to practice the tasks that will be done. While learning is the development of new
knowledge, skills, and attitudes and behaviors an individual in interacting with the
environment and information. Thus, what is meant by TIK in this research is utilization
management information system which is software and hardware application inside support
the learning process.
There are several types of information technology commonly used in learning, such as;
Electronic Mail (E-mail), HP, Digital Camera, MP3 Players, Web Sites, Wikipedia,
YouTube.com, Blogging, and Podcasting. These last three technologies has greatly
influenced human views and perceptions of the entire world with so fast. YouTube.com is a
website for sharing videos where users can upload viewing, and share video clips (Wikipedia,
2007). YouTube created in mid-January 2005 by three paypal employees. Further it says that
there are 100 million videos played every day, 65,000 new videos which is loaded, over 13
million visitors each month, 58% of the videos on the Internet watched through YouTube,
Users are mostly 18 to 35 years old, and sold 1.6 million dollars (US) in 2006. Podcasting is a
website that can be used to store and design your own radio.
The audio file is stored based on the sub-skepsi which can be used as the theater's place
of theater and can record the teaching and learning process in a classroom. In addition to
podcasting there is also Google Earth which is geographic browser map-an excellent tool for
viewing creating, and sharing interactive files that contain location-specific information
visually. All media and technology are deemed necessary to be integrated into English for
Specific Purpose (ESP).
The computer may act as a teacher or tutor, providing material, guiding a student
how to learn it, and giving more information and explanations. As a tutor, it can also be
utilized to communicate visually with students. The computer can be a partner for the
learner to play educational games with, or, less glamorously. It can be used to generate
example, to illustrate certain operations, or to stimulate conversation. Students absent from
ordinary classes because of illness, traveling, sport men, pupils educated at home. In almost
all of these cases young people cannot be present in the classes, but there can be some
connection to the school and their classmates, not only to get the materials from the tutor
but also some further explanations, discussions, assignments and others.
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Many other advantages of computer as a teaching aid is also flexibility for the
students so they can work at their own speed, at the time that is best for them. In the case of
writing on the computer, that now day the majority of the students – mainly in primary
education are used to using a keyboard. So the process of writing is not a problem.
teachers can take advantage of enjoyment that the students find in manipulating
computers. Writing an essay on paper has not the same attractiveness for them than writing
it with a word processor. To this, we have to add the advantages that the word processors
attach to writing task. First of all, mistakes can be corrected much more easily. On the other
hand, students do not have to give much importance to the order in which they write their
ideas, since they can easily change text order, and thus rearrange ideas, as many times as
they want. Beside the grammar and spelling correction devices that word processors
incorporate can be active whenever teachers consider necessary.
This way, students are made aware of the mistakes or errors they have made, and
have the possibility of either checking or trying to guess the correct option. With Web-based
instruction, they can work at home, at school, or anywhere there is a computer which
internet connection used with distance learning. It allows students with handicaps or
learning disabilities the opportunity to learn in a less restrictive environment.
Also students who enroll in courses via computer, including web-based which benefit
them in many aspect of their life. Computer is programmed so that it adapts to student‘s
individual needs. It acquires information about the student‘s current knowledge of a subject
and his/her goals in learning the subject and then creates a user profile based on his
knowledge. It can adjust itself to the individual student. Web-based instruction is unique in
that students and/ or instructors can communicate with each other anywhere in the world
within second via internet.
There are specific activities of distance learning (conferencing, chatting, on line task)
that can make the ordinary classes more interesting or give students the opportunity to learn
and practice in a different way. Perhaps teacher who are involved in distance education
change in ordinary classes a bit ; become tutors, don‘t teach so much and explain everything,
but guide the students to find the rules and explanation themselves. Besides allowing
students and teachers more flexibility as far as time and place are concerned, there are other
advantages off distance education when using computers, and internet tools. A great
amount of information can be stored , updated, multiplied, transferred very quickly. On the
other hand there is also disadvantage teaching English using computer as a teaching aid.
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The disadvantage of utilizing computer as teaching aid in teaching English is the

need to own or have access to a computer with the necessary RAM and operating system,
physical problems such as carpal-tunnel syndrome and eye disorders ( caused by sitting in
front of the computer screen for long periods of time without blinking ), prohibitive cost of
education software, and the lack of human interaction in the learning process and not
everyone have computer.
6.9 THE IMPORTANCE OF ENGLISH FOR COMPUTER
(Ahmad Hanafi/23030-15-0126)
In daily life, a person uses language as a means to communicate with others or to the
opposite sex. So clearly, here language is very important, that is as a process of information
exchange and as a medium to convey what the speaker intended to the listener. In Indonesia
itself there are many languages spoken by the population as well as the people, including
rural and urban societies, both mother tongues and traditional languages as well as national
languages including modern languages.
Language can help a person to say what's in his heart, what he feels, what he wants,
what others say to him, and language can also help someone to express about someone's
feelings. So the language is very important for human survival as the main communication
medium. In the world of education, the language itself is lifted into the subjects in each
semester, even the language is also appointed into special majors such as those in senior
high school and even in college. It is very clear that the government also wants the
community to further explore the main human communication media that is called as
language.
Indonesia is a country with diverse languages. People still uphold their local
languages by not forgetting to use the national language, the language of Indonesian unity
when they are conducting formal events. For example when they are conducting flag
ceremonies, do a meetings, or when they are in contact with government commissions.
English language itself is currently very rapidly growing in Indonesia. The

government began introducing English to children when they entered the 4th grade of
elementary school by incorporating English subjects into their daily lesson schedules. At this
time, children are given English lessons starting with simple vocabularies about the names of
fruits, animals, plants, furniture, and so on. At the junior high school level, students are given
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English advanced materials such as simple present tense, greeting cards, announcement, and
so forth. In addition to the subjects, teachers sometimes also make student competitions
one of which is the English debate, it is also included in an effort to improve students' ability
to learn to speak English.
At the senior high school level, students are taught advanced level of English. At this
level, students are taught material such as, active & passive voice, simple past and past
perfect, expressing happiness, descriptive text, narrative text, and so on. Senior high school
students are required to be active in the process of teaching and learning in the classroom
according to the new curriculum that is the curriculum 2013. Senior high school also
provides the special language classes of course students can deepen the language by
following or taking the majors.
Different than senior high school, vocational high school usually does not have a
language class. Vocational high school is more inclined to direct practice. Many vocational
high school have various majors, such as majoring in Computer and Network Engineering
(TKJ), Clothing management, Catering, Motorcycle Engineering, Accounting, Electricity, Hotel
management, and many other majors. But it does not mean that vocational high school
students cannot learn English verb deeply. Instead they can deepen the English language in
accordance with the engineering majors that they take.
For example, there are additional English subjects for hotel management, which is
intended to prospective receptionist of the hotel will be able to serve if there are a foreign
tourists who is visited. There is also English for automotive, English for clothing
management, and there is also English for Computer Engineering. But before we discuss
further, let us find out first what is English for specific purpose ?.
ESP (English for specific purpose) or English for specific purposes is a new approach
in the teaching and use of English for specific fields and studies that meet the needs of the
English language proficiency and profession. Field of science and profession such as English
for the science of law, medicine, pisikologi, engineering, economics and so forth.
According to Hutchinson and Watrers (1987.19). ―ESP is an approach to language

teaching in which all decisions as to content and method are based on the learner‘s reason
for learning.‖ In this connection, Dudley-Evans (1998) explains that ESP may not always focus
on the language for one specific discipline or occupation, such as English for Law or English
for Engineering.
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Robinson says: it (ESP) is still used to refer to the teaching and learning of a foreign
language for a clear utilitarian purpose of which there is no doubt. Robinson goes on to say
that there are three main features of English for special purposes that distinguish them from
common English. The three main features are ESP is a goal oriented learning. In this context
the learners learn English is not for the reason of wanting to know the language as language
and culture contained in the background, but learners learn ESP because it has a special
purpose in the field of academic and profession.
The same opinion was expressed by Mc Donough about the definition and concept
of ESP. He stated that the material and syllabus and ESP objectives should be designed and
developed based on the needs of the students. Based on the explanation, it can be
concluded that ESP is an approach in English learning in particular and different from
general English. In ESP English learning is based on the specific needs of learners in
accordance with the field of science and work. Meanwhile ESP materials are designed and
developed based on needs analysis.
From the explanation above can be seen that there is English for every department
either computer engineering or other majors. On this occasion, I will explain about English
for Computer Engineering.
This is an intermediate-level English course for students of computer science. It aims

to help these students to develop a great variety of language skills and acquire knowledge
of computers and technical terminology in the same field. It also emphasizes the
development of reading strategies, mastery of and introduction to reading skills,
development of the understanding of English clause structure and connectors encountered
in academic types of reading, and the development of reading fluency.
This an intermediate level general English course that assumes the students have a
reasonable level of English in their previous studies. The course provides students with
extensive, systematic and well-integrated practice in the productive and receptive skills
necessary for successful communication in both oral and written forms of the language. The
course embodies a multi-syllabus approach and a wide variety of presentation methodology.
Emphasis on systematic learning of grammar and vocabulary is balanced with development
of linguistic sub-skills. The course ensures the coverage of common and useful language
related to topics of general interest with which students should be familiar. Particular
emphasis is placed on reading, with texts on factual topics, reflecting authentic types and
styles of writing. These texts allow students to develop sub-skills such as reading for gist or
for specific information, and present new vocabulary in a meaningful context. On completion
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of the course, students should be reasonably proficient in all language skills and
components.
Aims of the Course Design:

1. Acquire basic language skills related to Information technology.
2. Identify a variety of terminology related to Information technology.
3. Develop necessary reading and writing skills emphasizing process and concepts.
4. Have a good knowledge about hardware & software.
5. Identify and practice different grammatical rules.
Here are some benefits of the importance of English for computer engineering for
vocational students who majored in computer engineering, are as follows:
1. Improve students‘ developmental skills approach that encourages sentence writing

skills and grammar related abilities through a wide variety of exercises.
2. Introduce students to the history, scope, and usage of basic concepts in computer
skills.
3. Reference text expands students understanding of the well-organized and
abundant core of material.
4. Introduce students to a wide range of exercises designed to get students to talk
about their ideas, their everyday lives, and their environment.
5. Expose students to open-ended practical tasks for grammar and sentence
writing skills
6. Provides interesting and lively new exercise material especially for pair and group
work.
7. Ability to think critically.
8. Ability to learn communicative English.
9. Ability to learn basic knowledge of grammar.
10. Ability to use English in daily life events.
11. Ability to retain information by understanding material
12. Enhance their vocabulary.
important as an effort to communicate with fellow human. In Indonesia alone there

are various languages including local languages, Indonesian national language, and also the
international language of English. There is also the use of English language with majors that
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exist in the vocational high school so that the vocational students can learn more about
English in accordance with the majors that they take.
6.10 THE STRATEGIES TO IMPROVE EFL STUDENTS’ SPEAKING SKILLS
(Bambang Purnomo /(23030150141)
English is divided into four skills which are as follows: listening, speaking, reading, and
writing; therefore, speaking is the second skill and has an important role in communication.
Speaking is a part of daily life that everyone should develop in subtle and detailed language.
As Rivers (1981) argues, speaking is used twice as much as reading and writing in our
communication. Therefore, speaking is not an easy task, its mastery claim a lot of
experience and practice. Luoma ( 2004 : 1) argues that " speaking in a foreign language is
very difficult and competence in speaking takes a long time to develop."
The need for effective strategies and activities for the sake of reinforcing the EFL learners
speaking skill is the main concern of EFL educators. Enhancing learners‘ speaking skill
is not an easy task for many EFL teachers at all. This need leads teachers to use different
strategies and activities.
Factors that Cause Speaking Difficulties to EFL Learners
According to the International Journal on Studies in English Language and Literature

(IJSELL), Zhang (2009) argued that speaking remains the most difficult skill to master for the
majority of English learners, and they are still incompetent in communicating orally in
English. According to Ur (1996), there are many factors that cause difficulty in speaking, and
they are as follows:
1. Inhibition. Students are worried about making mistakes, fearful of criticism, or simply
shy.
2. Nothing to say. Students have no motive to express themselves.
3. Low or uneven participation. Only one participant can talk at a time because of
large classes and the tendency of some learners to dominate, while others speak
very little or not at all.
4. Mother-tongue use. Learners who share the same mother tongue tend to use it
because it is easier and because learners feel less exposed if they are speaking their
mother tongue.
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While young language learners acquire foreign language easier and faster, adults are eager
in achieving new language and developing language abilities (Staib, 2008). It seems that
adults fail to achieve native like proficiency because of ―fossilization‖; they have problems
with prosodic features like: intonation, stress rhythm, etc. (Renandya, 2002).
Opportunities for speaking require much structure and planning. Learners often think that
the ability to communicate is to know about grammar, but it is also not at the beginning
of nineteenth century that the systematic role of teaching was about grammar and then the
first method appeared which was called Grammar Translation Method (Celce-Murica,
2001). It was based on grammar and did not help students‘ speaking ability.
After a long time, the evidence showed that listening and reading can improve speaking skill
because reading can affect both fluency and accuracy of expression in their speaking (Celce-
Murica, 2001). Learning to speak needs a lot of practice; besides, learners should use short
dialogue, and questions and answers. If the learners are children, it is better because
they are the most holistic learners for communication (Celce-Murica, 2001).
Some studies, for example Hart and Risley (1995), have looked at children acquiring their
native language and noticed that the quality of the language input the children get from
their parents had a lifelong impact on the language skills of those children. This work was
followed up by Huttenlocher, Vasilyeva, Cymerman and Levine (2002) who showed that
teachers in classrooms could improve the students‘ language skills by using a more complex
speech. It was even suggested that children should develop oral skills before learning how to
read and write the language and that if a student only had enough quality input from the
language they would automatically perform quality output.
A study by Swain (2005) showed that even if students of a second language receive a lot of
good input their speaking and writing skills were still not as good as those students who had
the language as their native tongue. It has since been suggested that trying to produce the
second language in speaking and writing is essential to learning to use the language.
According to Nakatani (2006) communication strategies can be divided in two types:

Achievement or compensatory strategies where a student tries different solutions in order to
achieve working communication, and reduction or avoidance strategies where a student
gives up when the first attempt on communication fails, the former strategy being more
successful for the student. Through the use of questionnaires in a group of Japanese
university students their ―strategies for coping with speaking problems during
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communicative tasks‖, (Nakatani 2006, p. 154) were examined and eight factors were
distinguished.
1. The first factor or ―The Social Affective Factor‖ contained students who do not appear
nervous and avoid pauses in order to give a nice appearance and they are not too
worried about mistakes.
2. The second factor or ―The Fluency-Oriented Factor‖ contained students who listen a
lot to the sound of the language and imitate it in order to make their speech clearer
and easier to understand. They also take their time to speak so that they do not say
things that are inappropriate in the context.
3. The third factor or ―The Negotiation for Meaning While Speaking Factor‖ contained
students who need the people they speak with because they look to them all the time
and repeat and rephrase until the listeners understand what they mean.
4. The fourth factor or ―The Accuracy-Oriented Factor‖ contained students who are very
concerned about using the proper forms and who self-correct in order to achieve
grammatical correctness.
5. Factor five or ―The Message Reduction and Alteration Factor‖ included students who,
when they cannot express something, change it into an easier expression in order to
keep communication going if their first attempt was not understood.
6. Factor six or ―The Nonverbal Strategies While Speaking Factor‖ included students who
use nonverbal expressions such as gestures or facial expressions in order to help the
listener understand what they are trying to say.
7. Factor seven or ―The Message Abandonment Factor‖ includes students who, when the
first attempt of communication fails, give up trying or let others continue.
8. The eighth and last factor or ―The Attempt to Think in English Factor‖ include students
who try to think in English instead of making up the sentences in their native tongue
and then translate them into English.
Speaking is the production skill that is included in two main categories: accuracy and
fluency. Accuracy consists of using vocabulary, grammar and pronunciation through some
activities, fluency take into account ―the ability to keep going when speaking
spontaneously‖ (Gower, Philips, & Walter, 1995). Bygate (1987) identified two elements:
production skill and interaction skill.
In production skill, speaking ability take place without time limit environment and in
interaction skill, there is a negotiation between learners. Both skills help learners to improve
their speaking ability easier. Stuart (1989) proposed that learners should plan and adjust
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their talk; and effective speakers should be proficient by practicing. It shows that speaking
is high risking activity that creates anxiety and causes learners worry about losing face.
The Strategies
Listen More
Another important factor in speaking is pronunciation. Many learners have problems to

pronounce words fluently with native like pronunciation because of prosodic features: like
intonation, stress and other phonological nuances (Richards & Renandya, 2002). Another
factor that Celce-Murica (2001) mentioned is intonation. Intonation can help learners
analyze and generalize the sentences to notice the stress timed. By listen the native
speaker, students can learn how make better pronunciation and intonation.
―speaker are at the mercy of listeners‖. (Redmond and Vrchota : 2007, p.120).
More Activities
In most EFL classes, teacher and student exchanges have little communicative value because
there is no real information being exchanged. Typically, a teacher asks a ―display‖ question
(that is, a question the teacher knows the answer to), an individual student answers,
and the teacher evaluates or corrects the answer. Eventually, this is an unrealistic use of
language and these questions have clear limitations in terms of how much genuine
communication practice the student receives (Dinapoli, 2000: 1).
For the sake of a successful learning process, students should be comfortable to speak and
explore their own thinking. They should be encouraged to employ their ideas among
classroom activities, to express themselves and achieve their goals.
The speaking activities are one of opportunities to practice the students‘ speaking skill
which can highly support speaking fluency development in class. The goal is to have them
learn and develop through speech and allow them to practice using all of the language they
know in situations that resemble real settings.
As Harmer (1984) reports since there were stimulations activities in the classroom for
motivating the students, they were increased the self-confidence of being of part in the
classroom including answering the question, sharing the idea, and also presentation. For
that reason, the students may get discouraged in learning the language unless they get
enough chances and activities to practice speaking skill in language classroom.
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Baker and Westrup (2003 : 5) also put forward the following reasons to practice speaking
during a lesson :
1. Speaking activities can reinforce the learning of new vocabulary , grammar or

functional language
2. Speaking activities give students the chance to use the new language they are
learning
3. Speaking activities give more advanced students the chance to experiment with
the language they already know in different situations and different topics.
More Discussion
Teachers should use a lot of English speaking activities to motivate learners to study and
speak in English, and they should increase learning classroom environment (Oradee, 2012).
Teachers can use a funny discussion and ask students to talk about their best moments
that they ever had. Students‘ participation in discussion causes other students to actively
take part in negotiation; therefore, students become surprised about their ability and
intelligence (Celce-Murica, 2001).
Some students have a lack of desire to speak because of their shyness and low confidence,
but there is no appropriate solution about how teachers can overcome this problem
(Chastain, 1988). Evidence shows that these learners should start with short answers,
and short sentences, but it may be time-consuming (Chastain, 1988).
In a language classroom , discussion is the most common speaking activity. It is,then, one
form of communicative interaction activities. In general , it is the activity in which students
talk about something and tell each other their opinions or ideas. It is an exchange of views
for the sake of ―the communication and of the communicative continuum‖ (Harmer, 2001, p.
273).
This action or process of talking and debating a topic can be under the form of a task given
up by the teacher who already prepared a title for discussion with a minimum of
supervision and interruption by him. They agree or disagree with the topic will certainly
lead them to express themselves with more confidence which result an ability to increase /
enhance their speaking skill.
Discussions, then, can be held for different causes, to find solutions of a topic problematic ,
share ideas, to arrive at a conclusion, and the discussion points will be relevant to what is
set by the teacher. It is preferable to form groups of 4 or 5 students to work on a specific
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topic for a given time period. This type of discussion is called group discussion. These
scheduled small groups can give every student the opportunity and time to express himself
with his classmates and correct his mistakes which then motivate him to tell it loudly. In
same sense, Littlewood, (1999) added that classroom discussion makes learners more able
and appropriate to use foreign language as well as talk about their experiences.
Whereas , in order not to face this activity the failure, the teacher should motivate and
encourage students to speak spontaneously without being afraid from the error risk which
make them reluctant to give their opinion in front of the whole class. Furthermore , ―it can
provide some enjoyable and productive speaking in language classroom‖ (Ibid, 1998, p. 46).
On the whole , classroom discussions is not only a tool to develop learner‘s ability but it
also help them to make quick decision and boosts their critical thinking. It makes students
learn how they defend their beliefs or opinions politely and justify their answers despite
their disagree with others.
For Revell (1979). Here are some advantages of discussion:
1. Participants are engaged in different talks where they learn to analyze

appropriately on the spur of the moment and explain their own ideas and utterances.
2. There is a cooperation of information which reinforce the language development.
3. Learners use their own knowledge of language into communicative use.
4. There is always a scope for additional communicative use of discussion sessions
especially during reports.
More Role Play
Role-play is one of the methods that enable learners to improve a range of real life spoken
language in the classroom (Cook, 2001). For example, a teacher chooses a conversation from
a book and after repeating aloud with students, teacher asked some students to be
volunteers in role-play. This activity can help students to overcome their shyness, fears
and anxiety. Learners can listen and practice phrases that are used in speech acts (Celce-
Murica, 2001).
"Role play has become increasingly c o m m o n i n management c o u r s e s

"(Rocvers, 2007, p. 199). This creates a good ambience in the classroom that give good
students the opportunity to practice their language and inspire students with lower
proficiency levels to play and enhance their language. Role play is an enjoyable
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activity which ecourages interaction in EFL classroom. It supports realistic conversation

and communication.
By then, various advantages of role play can be considered;
1. Role play is an extremely flexible activity which leave more space for students to
exercise individual differences, their imagination and initiative.
2. Role plays give the opportunity for students and check out their comprehension by
exploring feelings and ideas of characters in given situation. (Ur, 1984).
3. Role play is a direct interactive activity which fosters spontaneous oral exchanges
between students.
4. Students who participate in roles plays learn the interactive skills of arguing,
informing, persuading, complaining, discussing, compromising...
5. Role play is a unique activity which deals with contemporary issues .
6. Being a dynamic activity, p a r t i c i p a n t s discover constantly from each other new
vocabulary or grammatical rules .
7. Help students to understand that there are casual relationships between people‘s
behavior and the outcomes of events (Drake & Corbin, 1993).
8. Role play is a challenging, funny and motivating activity.
More Information
Information gap is communicative task which aims to information exchange , either

teacher/learner and learner/learner. " this is when one speaker knows information the other
speaker does not ". Also Hedge (2000) adds that‗‗ it involves each learner in pair or group
possessing information which the other learners do not have‘‘ (p. 181).
Information gap activities are interactive activities where students are supposed to be
working together having different information that should be shared to get the complete
and correct information. Information gap activities are clearly defined by Gower.et al , ―A
situation where information is known by only one or some of those present, students use
the language they have at their command to bridge the information gap, by asking
question, giving information…etc.‖(1995:211).
For example ( situation : a search about films' information in a local cinema ) ; one student
asks his partner questions to have more information and the other is required to
answer him.
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Overall, information gap activities are a widespread type of speaking skills practice which
has several advantages;
1. Information gap activities prompt interaction and engage learners to exchange

information and negotiate meanings.
2. It boosts intrinsic motivation and creates a great atmosphere in classroom by
encouraging learner-learner interaction
3. Sctivities push students to shift from working structured environment to a more
active communicative one.
4. Students use more target language and discover their gaps which they wish to
improve.
Reference :
Imane, Kaddour Khaoula. (2016) Enhancing Efl Learners‘ Speaking Skill Through Effective
Communicative Activities And Strategies The Case Of First Year Efl Students. Essay Submitted
To The Department Of English As A Partial Fulfillment Of The Requirements For The Master‘s
Degree In Language Studies People‘s Democratic Republic Of Algeria Ministry Of Higher
Education And Scientific Research University Of Tlemcen Faculty Of Letters And Languages
Department Of English.
Nakatani, Yusuo. (2006) Developing an oral communication strategy inventory, The Modern
Language Journal, 90, ii
Astorga Cabezas, E. D. (2015). The relationship between listening proficiency and speaking
improvement in higher education: Considerations in assessing speaking and listening.
Higher Learning Research Communications, 5(2), 34-56
Yang, Zhanli. (2014). Strategies of Improving Spoken English for Learners. International
Conference on Education, Language, Art and Intercultural Communication (ICELAIC). 334-337.
R. Beckman Anthony, Angela. (March 2008) Output strategies for English-language learners:
Theory to practice, The Reading Teacher, vol. 61, No. 6
6.11 Speaking Method of ESP Students via Drama
By Sofi Wulandari
The speaking's ability of people in Indonesia could be said still low compared to other
countries despite the increase (Paul Nitbani, 2005). Speaking's ability is very important by
our society in general. It is conveying information from one person to another. Means low
speaking ability certainly affects relationships with others. Especially foreign language skills
(English).
140
The phenomenon in Indonesia today, many national and multinational companies that
need workers to master the English language either passive or active, to compete with
foreign workers who in English. Because after the Asian Economic Community (MEA)
agreement, the worker competition map is getting tougher. Competitions for job vacancies
not only come from fellow Indonesian workers, but also with workers from other countries in
ASEAN (Achmad Rafiq, 2016).
This is certainly very worrying for us Indonesian citizens. Based on a survey of the results
of the test conducted by prospective students, 46.5% found how is an academy to check
speaking ability which still occurs two levels lower under the ability to read and listening.
(Patricia Setyadjie, 2016). That resulted in the shift of experts and Indonesian labor with labor
from outside whom have good English skills. According to Karir.com data released in March
2016 to the industrial sector, 42% of companies in Jakarta generally need that job seekers
have English proficiency. (Mahardika, 2016).
Looking at the above phenomena, the author wants to try new methods that could be
used by students for learning in the classroom. The basic thing to consider when talking is
the way we transfer ideas, views, or messages from one mind to another (Nitesh, 2015). So to
bring up, that ability can be trained honed through training, one of the drama method.
Through drama methods, students not only learn English, but they will also learn how to use
appropriate expression when speaking in public. Moreover, this method said to be a fun
method. It hoped that using fun methods can stimulate students to learn English faster and
more accurately than before using this method.
Speaking
Speaking is the delivery of language through the mouth. (EnglishClub Tips, What is
speaking). Speaking is divided into 2 parts; formal and informal speaking. Formal speaking
usually used in academic situations, business place, and another place that formerly.
Meanwhile, informal speaking used when we meet friends or people who you know well.
Definition of speaking by Oxford dictionaries is acted in conveying information or expressing
one's feelings in speech.
According to Brown (1994); Burn & Joyce (1997), Speaking is an interactive process of
constructing meaning belonging to produce and receiving information. Speaking skill is our
ability to convey information to others with the aim that the people we talk to understand
and can respond to what we have to say. As Hussain (2009) indicates, because the people
could use facial expressions, gestures and body language to express meanings while talking
(The speaking skill, 2013). In Indonesia, a master of English grammar is higher than the skill
in speaking. The things that cause them not proficient in English speaking, one of which is
less practical and practice the English they already get. Most of them, learn grammar and
141
never practice it for various reasons. One of them is shy or not confident with their speaking
skills (Improve Speaking English, 2015).
Speaking skills play a major role in learning English. Students expected can use what they
have learned from the beginning and generate a great amount of information to use.
Speaking also helps the learner to acquire a certain type of skills. There are some soft skills
needed in this state; interpersonal skills, team spirit, social grace, business ethics, behaviors
such as attitude, their passion and time management. The purpose of teaching speaking is
to get students to have results, make them aware more of what they are learning and help
interact and communicate more with others. Fang states that the English ―goal‖ is to develop
students' ability to use English holly, especially in listening and speaking so that in their
future works and social. Many ways to improve our speaking skills; one of which records your
conversation practice, then practice with music and movies, and last talk to yourself.
Speaking in front of a mirror, we can practice our speaking. Adds confidence and helps us
see the expression and expression of our faces while speaking English.
Drama
Drama is any text written with the purpose of portraying a story through dialogue and
typically intended to perform in front of an audience (Angela Janovsky, The Benefits of Using
Drama Activities in the Classroom). Drama is part of life (Loriana Romano, Lisa Papa, and
Elita Saulle, 2013) Drama used by teachers to promote learning in the classroom by using
various drama activities, which used some sort of performance.
These types of activities can promote development speaking skills. Drama puts the
teacher in the role of a supporter in the learning process and the students can take more
responsibility for their learning. Perfectly, the teacher will take a preeminent role in the
language class and let the students investigate the language activities. In the student-
centered classroom, every student is a potential teacher for the group (Chris Boudreault,
2010) It allows students the opportunity to rehearse roles, further giving the form or frame
to the personal concept and feelings they are generally experiencing.
Overall, this authorizes students to arrange sense out of their 'factual' life obstacles.
Drama in education known as (DIE), also known as process drama, is an approach to teach
and learning where teachers and students work collaboratively to create a fictional world
where they assume roles to explore issues that are of concern to them (Logamurthie
Athiemoolam, 2013). The use of drama-in-education offers countless opportunities for
language learning and has many advantages. One of the most significant advantages of
drama in-education is that it encourages children to speak and motivates them to
communicate, even with limited language, by using non-verbal communication such as body
movement and facial expression.
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Other benefits of the drama are; gives students more wish, entertainment, fun and other
different opportunities to express themselves freely while acting out. It means learners in
using them for genuine communication and life purposes. It makes learning and active
language, motivating, experiences. Drama provides trust and self-respect to learners in using
the language automatically delivers the real world into the classroom and helps the students
in achieving the language through play, make-believe and meaningful interaction, and
makes the learning items memorable through direct experiences affects emotion with
different learning styles, when dramatizing students make use of all the proper channels.
It stimulates intellectual and imagination of students. It develops students' ability to
emphasize with others and become better communicators. It can help learners in acquiring
the language by focusing on the message of the form of their utterance (H. Kubra Saygili,
2015)
English for Specific Purposes
ESP is the teaching of English for the students who are the subject of a job, activity, or
purpose. ESP is an abbreviation for English for specific purposes' or 'English for special
purposes'. It can include the area of EPP, English for Professional Purposes. Example; English
for hunter job, English for Science, and English for Pesantren are all ESP. Hutchinson and
Waters (1987) define ESP as an approach and not a product. That means ESP emphasizes the
needs of learners.
Likewise, the syllabus must match the needs of students who are studying ESP. In the
case of teaching English for Specific Purposes to university students, the first problem In this
situation a needs analysis required by students. The need analysis of ESP course; the
expectations of the ESP course, the debates, discussions, role-plays, etc., must consider when
making the ESP course. The decision on materials design also has considered, to view of the
professionals in the company or institution. Other criteria that teachers have to consider
designing the English for Specific Purposes course of study, writing papers for international
conferences or taking part in international moot court competitions. These activities are very
motivational and the students really enjoy discovering associate with their English
knowledge.
Therefore, guidance in developing research skills, an essential part of the curricula be
writing skills or presentation skills. The existing course-books offer some above-mentioned
ones, yet the teachers need to choose the topics and to avoid using a single textbook. The
solution to the case of using monolingual text-books as resources is to ask students to build
their glossary with their legal term meet. Maybe the strongest argument against using a
single course-book is technology and the latest developments in this domain. There is a
wealth of resources available online and the teachers need to able to reach the information
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and, what is more, Given the richness of available textbooks and online resources, the special
needs of students from each student to large groups, from college students to experience
lecturers or teachers, the changing labor market demands and adds this very specific
character of each to a job which is very demanding.
However, if the course designer started his business from an in deep needs analysis it
has already reached halfway to success. Although the teacher maybe not an educational
expert, he can handle this situation by using all the teaching weapons an English teacher
must have, he must ready and know all the material he is bringing to class and at the same
time, he must open to take on his learner role. Material design greatly depends on the
collaboration between teachers and students in a process where the starting and ending
points expected outputs that will be able to face the challenges of the labor market.
References
Angela Janovsky. The Benefits of Using Drama Activities in the Classroom. Study.com
Retrieved from https://study.com/academy/lesson/the-benefits-of-using-drama-activities-
inthe-classroom.html
Athiemoolam, Logamurthie. (2013). Using drama-in-education to Facilitate Active
Participation and the Enhancement of Oral Communication Skills among First Year Preservice
Teachers. Scenario. Vol. VII. Retrieved from
http://publish.ucc.ie/journals/scenario/2013/02/Athiemoolam/04/en
Anthony, Laurence. English for Specific Purposes: What does it mean? Why is it different?.
Dept. of Information and Computer Engineering. Faculty of Engineering Okayama University
of Science. Retrieved from https://www.laurenceanthony.net/abstracts/ESParticle.html
Boudreault, Chris. (January 2010). The Benefits of Using Drama in the ESL/EFL Classroom.
The Internet TESL journal. Vol. XVI, No.1. Retrieved from
http://iteslj.org/Articles/Boudreault-Drama.html
British council. 2008. ESP Retrieved from https://www.teachingenglish.org.uk/article/esp
Collin Dictionary. ESP. Retrieved from www.collinsdictionary.com/dictionary/english/esp
Essays, UK. (November 2013). The speaking skill. Retrieved from
https://www.ukessays.com/essays/education/the-speaking-skill.php?vref=1
Hoge, A.J. (April 2017). How To Improve English Speaking Skills. Effortlessenglishclub.
Retrieved from https://effortlessenglishclub.com/improve-english-speaking-skills
Medrea, Nicolita& Dana Rus. (2012). Challenges in Teaching ESP: teaching resources and
students' needs. Elsevier Ltd. Procedia Economics and Finance. Retrieved from
https://www.google.co.id/url?sa=t&source=web&rct=j&url=https://www.sciencedirect.com/
s
cience/article/pii/S2212567112002912&ved=2ahUKEwiRmaPvv6TbAhUJwLwKHZamCyc
QFjANegQIBhAB&usg=AOvVaw1dTnDHXoHXPRbnR_gUGAMM
Oxford Living Dictionaries. Definition of speaking in English. Retrieved from
https://en.oxforddictionaries.com/definition/speaking
Romano, Loriana & Lisa Papa & Elita Saulle. (2013). 12 Fascinating Ways to Use Drama in
the Curriculum. Teachhub.com. Retrieved from http://www.teachhub.com/12-
fascinatingways-use-drama-curriculum
What Speaking Is. Center for Applied Linguistics (4646 40th Street, NW, Washington, DC
20016 202-362-0700) with funding from the U.S. Department of Education (ED), Office of
Vocational and Adult Education. Retrieved from http://area.dge.mec.pt
gramatica/whatspeakingis.htm
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CHAPTER VII: THE ROLE OF ESP TEACHER IN INDONESIA
7.1 THE ROLE OF ESP TEACHERS IN INDONESIA
BY Tri Apriliyani Saputri
A growing mass of research has reported that number of universities that are offering
ESP courses are on the rise nowadays to meet the everincreasing specific needs of students
who belong to different fields. Bracaj (2014, p. 40) has revealed that this increasing demand
has ―led some higher education authorities and administrators in many countries to claim
that ESP should replace EGP, the long-existing practice of English language teaching‖. ESP is
quite flexible discipline and it has been defined differently by different people. Robinson
(1980) has stated that ESP is the teaching of English to the students who have specific
objectives and purposes which might be professional, academic, scientific etc. Mackay and
Mountford (1978, p. 2) have defined it as the teaching of English for ―clearly utilitarian
purposes‖. Both these definitions clearly indicate that ESP is not confined to any specific
field, discipline or profession and has a broader area of action. The above discussion
transpires that ―S‖ for specific is central to ESP. The same has been stated by Hadley (2006, p.
3) that ―the key to teaching ESP is to focus on the ―S‖ for specific. ESP can be differentiated
from general ELT by its concern with specialized language and practice‖. This word ―special‖
might refer to specific needs of the learners or specific language. This confusion prevailed
during 1980‘s and has been reported by Gatehouse (2001). Mackay and Mountford (1978, p.
4) posited that:
―The only practical way in which we can understand the notion of special language is as a
restricted repertoire of words and expressions selected from the whole language
because that restricted repertoire covers every requirement within a welldefined context,
task or vocation‖.
Discussion
Research has suggested that ―language Teachers for Specific Purposes have a lot in
common with teachers of general foreign language. For both it is necessary to consider
linguistic development and teaching theories, to have insights in contemporary ideas
regarding their own position and role as well as the position and role of foreign language
145
learners in education and to face new technologies offered as an aid to improve their
methodology.‖ (Madhavilantha, 2014, p. 73)
Considering the adult learning tendencies of ESP learners / participants, Sifakis (2003)
has declared that the role of ESP teachers has become all-encompassing and challenging.
Dudley-Evans and St. John (1998, p. 13) have contended that ―we regard ESP teaching as
extremely varied, and for this reason we use the term ―practitioner‖ rather than teacher to
emphasize that ESP work involves much more than teaching‖. They have identified the
following five key roles for ESP practitioners who need to discharge their work as a (n):
1. teacher;
2. course designer and material provider;
3. collaborator;
4. researcher;
5. evaluator;
The role of an ESP practitioner as a teacher "becomes more pronounced as the
teaching becomes more specific" (Dudley-Evans and St. John, 1998, p. 13) because he has to
bear the extra burden of the content area of the learners. This makes his role more
challenging by virtue of the fact that ―the teacher is not in the position of being the 'primary
knower' of the carrier content ---- The students may in many cases, ----, know more about
the content than the teacher" (ibid., p. 13).
Goonetilleke (1989, p. 45) has mentioned that it is not very easy to find the teachers
who ―know English as well as the subject of the students‖. ESP teaching demands well-
trained teachers but research has reported that the number of such ESP practitioners is much
below the required strength in different countries which is the main reason behind
ineffective ESP teaching. Furthermore, the chances of ESP teacher education programs seem
nonexistent
(Chen, 2006). Research has reported that action research is a useful tool for teacher
development (Chen, 2000 cf. Stringer, 1996) and several research studies have offered
insights into its primary goal: to foster teachers‘ ability to reflect, improve their teaching and
grow in personal professionalism (Nunan, 1997; Richards and Lockhart, 1994; Palmer and
Posteguillo, 1997; Dudley-Evans, 1997). It has been reported that identification of adult
learners‘ perception regarding the qualities of an idealteacher is significant because
―Teachers play a pivotal role in facilitating the learning process and their success
mainly depends on those behaviours that help them achieve the aspired learning
outcomes such as high grades, positive attitudes towards learning and enhanced
learning skills‖ (Javid, 2014c, p. 42).
146
The study was an attempt to identify personality and ability characteristics of ideal
English language teachers as perceived by Saudi ESP learners and the findings suggested
that ―those English language teachers are considered ideal who have the capacity to
motivate their students to exploit their latent potential to achieve enhanced learning
possibilities.‖ (p. 42). Dudley-Evans (1997, p. 10) has stated that ESP teaching goes beyond
teaching just language and it also involves teaching skills related to ―macroskills‖ of four
language skills such as ―importance of listening or reading for meaning, the importance of
writing for an audience‖. Other research studies have also highlighted this ―heavy demand‖
of not only having ―a knowledge of the language of scientific discourse but also an
awareness of the technical subject‖ (Gunawardena and Knight, 1989, p. 111). Hull, (2004, p. 1)
has identified the role of an ESP practitioner as ―a facilitator rather than presenter of
content‖. It has been argued that ESP teachers are not ―specialists in the field, but in
teaching English,‖ because their subject is
English for the profession but not the profession in English (Milavic, 2006). A professional
ESP teacher should have this ability to get ready to teach the students from one professional
field to another without spending months. An experienced ESP practitioner only carries the
required "tools, frameworks, and principles of course design" and applies them to new
content subjects.
Course designing and providing relevant materials is one of the most important
aspects of ESP teaching. The needs of ESP learners are specific and ready-made teaching
materials do not suit their learning objectives. Dudley-Evans (1997, p. 10) has chosen the
term ―material provider‖ to emphasize that ―the ESP teacher should survey what is available,
select units from a number of course books adapting these if necessary, and write a number
of extra units‖. This job becomes rather more challenging because usually ―ESP teachers find
themselves in a situation where they are expected to produce a course that exactly matches
the needs of a group of learners, but are expected to do so with no, or very limited,
preparation time" (Jones, 1990, p. 91). Identification and analysis of present and target
situation is the first and foremost responsibility of an ESP practitioner. ESP learners have
specific needs which are necessary to be determined because ―every ESP practitioner has
had similar experience showing that teachers‘ perception of relevance do not necessarily
match those of their students‖ (Adams-Smith, 1989 cf. Dudley-Evans, 1983, p. 66).
Role of ESP teachers as 'providers of material' thus involves choosing suitable
published material, adapting material when published material is not suitable, or even
writing material where nothing suitable exists. (Dudley-Evans and St. John, 1998, p. 15). This
makes ESP teaching very demanding, especially for someone who is new to this kind of
teaching, but "such demands‖ provide them with a lot of space to maneuver and innovate.
147
They have commented that ESP teachers need to "assess the effectiveness of the teaching
material used on the course, whether that material is published or self produced‖ (ibid., p.
15).
Another very important role of an ESP practitioner is that he needs to be involved in
multiple kinds of evaluation including "the testing of students and the evaluation of courses
and teaching material" (Dudley-Evans and St. John, 1998, p. 16). Along with the pre-program
placement tests, and the final achievement test, several course quizzes during an ESP
program should be conducted to assess the progress of the students.Furthermore,
evaluation of ―course design and teaching materials should be done while the course isbeing
taught, at the end of the course and after the course has finished". They have rather advised
that some time after the course the learners should be evaluated through some non-
conventional ways to "be able to make use of what they learned and to find out what they
were not prepared for‖ (ibid., p.17). Along with summative assessment, formative assessment
forms an integral part of an ESP course as ―Formative assessment is included in the
assessment regime of a curriculum to help learners diagnose and improve their learning
weaknesses‖. (Umer and Javid, 2013, p. 109). Therefore, it seems important for ESP
practitioners to give emphasis to acquisition of knowledge through formative assessment so
that ESP learners should not
consider this kind of assessment as a mere source of getting high grades.
ESP is a learner-centered approach in which all teaching practices are governed by

specific needs of specific learners. This process encompasses needs analysis, material
development and its implementation, relevant assessment procedures etc. which actively
involve ESP learners as well as practitioners. ESP courses (academic and occupational) are
designed for the learners who want English for their occupation in post-academic setting or
for the ones who want it for academic purposes in pre-occupational setting. It has been
found out that learning adulthood demands that ESP teaching should not be restricted only
to instructional setting but other modes, such as self-access study, project work, cooperative
learning etc. should also be incorporated in the program. It has also been reported that ESP
learners should be actively involved in the process of the choice of the content materials,
curriculum development and teaching methodology to ensure maximum commitment and
motivation of the program participants.
A growing mass of research has suggested that considering extremely varied nature
of ESP teaching, the term ―practitioners‖ is being used instead of teachers to emphasize that
ESP pedagogy involves much more than teaching. Furthermore, the following five key roles
have been identified for ESP practitioners who need to discharge their work as a 1) teacher,
148
2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP
teachers have to bear the extra burden of the content area of the learners. Additionally ESP
practitioners have a challenging task because they are not in the position of being the
'primary knower' of the learners‘ content and in most of the cases ESP learners may know
more about the content than the teachers. Therefore ESP teaching calls for an extremely
professional behavior on part of ESP teachers who need to update their knowledge by
remaining constantly in touch with the research in the various fields of ESP. Relevant
literature seems to suggest that ESP practitioners have to actively indulged in action
research as well to keep themselves abreast with the ongoing research in the field of ESP.
References
Abbot, G. (1981). Encouraging communication in English: a paradox. ELT Journal(35,3),228–

230. Available online http://eltj.oxfordjournals.org/cgi/pdf_extract/XXXV/3/228
Adams-Smith, D. E. (1989). ESP and local situation. in: ESP in Practice (Peterson, P W), ed;
English Language Programs Division, Washington, D.C. 64-67.
Al-asmari, A. A. & Javid, C. Z. (2011). Motivational Constructs: A Cross Sectional Study of EFL
Students at Taif University. Journal of Social Sciences & Humanities, XIX(2), 73-104.
Bracaj, M. M. (2014). Teaching English for Specific Purposes and Teacher Training. European
Scientific Journal, 10 (2), 40-49.
Brown, J. D. (1995). The elements of a language curriculum. Heinle & Heinle Publishers. New
York.
Chen, T. (2000). Self-training for ESP through action research. English for Specific Purposes
19 (4), 389-402.
7.2 STUDENTS’ PERSPECTIVES ON THE ENGLISH LANGUAGE SUBJECT IN AN

INDONESIAN PRIVATE HIGHER EDUCATION OF COMPUTER SCIENCE (HECS)
By Vika Mitasari
English is an important language in this millennial era. English has immensely spread
across the globe in many ways. This has led to the recognition of English as a global
language universal. The spread brings influences to English teaching in educational
institutions that require educational practitioners to be alert for necessary adaptation,
negotiation or resistance. These reactions appear from wise thoughts for not losing native
language and its values by the entrance of English as a global language.
Indonesia was a colonized country under four colonial rulers: Portuguese, Dutch,
Japan, and British. This started from the sixteenth century until Indonesia proclaimed its
independence in 1945. Since the independence proclamation, Indonesia has been
149
maintaining relation to the West firstly by joining the United Nations. That was the
beginning of the arrival of English into Indonesia. However, it was not until President
Habibie‘s rule that Indonesia widely opened itself to the global world which accelerated the
spread of English into Indonesia by re- establishing the International Monetary Fund and
donor community support for an economic stabilization program after President‘s
Soeharto‘s ending rule by force in1998.
English soon came into Indonesia in many ways, starting from the continuing
missionary, political and economic interests, then developing to science and technology,
education, sport, tourism and entertainment purposes. The National Education Ministry kept
revising the regulation in applying English in schools‘ curriculum while still maintaining
English as a compulsory subject for all levels of education, a compulsory subject in the
national final examination, and one of the subjects tested for entrance to state universities.
Currently, the schools in Indonesia is applying the 2013 curriculum which requires the
teachers to be creative in making adaptation and adjustment to the content of the their
teaching in which at the same time it interestingly causes pros and cons for those who see it
as a great chance to develop their teaching sources while the other consider it as a burden
(Rahim Hamdan, Z., 2015)
Indonesian government implements the school-based curriculum in order to improve

the competence of students. The curriculum is designed to provide the authority for school
in Indonesian to formulate their own syllabus and learning framework with references to the
standards of content and student graduation competency. The term of competence refers to
a combination of cognitive, affective and psychomotor skills (Wong, 2008). Yet, most
students in Indonesia do not have the three skills at one time. For example, the students
master and solve the problem of the English grammar, but at the same time, they are lack in
affective skills, such as moods and feelings. The combination of the three skills is the
competence that will be the objective of the curriculum in Indonesia.
English has not only largely influenced the Indonesian curriculum where it is
positioned as fundamental, but also has affected the national language. There have been
increasing numbers of absorbed words from English that are now recognized as part of
bahasa Indonesia such as ozone from ozone, and nasional from national. Most often, the
absorbed words are in the area of politics, economics, science and technology. In addition,
Indonesia has also published a daily English language newspaper since 1983 named The
Jakarta Post.
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Based on the current laws of National Education System in Indonesia (the 1989
Education law No.2 and the 1999 Government Regulation on Higher Education No. 60),
education at the tertiary level is mainly designed for profession building. The students in
higher education prepared to take specific and major subjects to support their future
profession. However, they are still required to take the mandatory subjects called General
Education courses that provide general knowledge.
Furthermore, Indonesian people feel that they need to study English. They study
English for various purposes from marketing, job seeking, advance education and
publication, access to Information and Technology and scholarship application for study.
More and more scholars learn English in order to pass a TOEFL or IELTS test to apply for
scholarships either from the National Education Ministry, local companies or from overseas
universities and governments. Even to apply for scholarships to study in national universities,
the National Education Ministry requires a TOEFL or IELTS test score of 500 or 5 respectively.
However, Students are still necessary to master both spoken and written languages
because English is an international language, the language of sciences and knowledge, and
furthermore most of textbooks are written in English. To adopt and understand those,
students are required to master the language, at least having a skill on reading
comprehension. In this case, Alwasilah (2000) suggests on reorganizing or remodeling the
implementation of General English on higher education level, otherwise discarding them for
its inappropriateness to the students‘ need. Then, the effort to do is how to make use of this
General English learning to become useful in helping students to master English.
Now how this English subject be treated and implemented in an Indonesian private
Higher Education of Computer Science HECS, where English is not part of the major subjects
in all programs and departments, and whether English subject be treated as a general
English subject or English as a specific purposes (ESP), as well as the students‘ perception on
this subject in term of its materials and syllabus become the concerns of this study.
From the early 1960‘s, English for Specific Purpose (ESP) has grown to become one of
the most prominent areas of EFL teaching today. Its development is reflected in the
increasing number of university offering an MA in ESP (e.g. The University of Birmingham,
and Aston University in the UK) and in the number of ESP courses offered for overseas
students in English speaking countries. There is now a well-established international journal
dedicated to ESP discussion, ―English for Specific Purposes: An International Journal‖, and
the ESP SIG groups of the IATEFL and TESOL are active at their national conferences.
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(Dudley-Evans, 1997) argue that ESP is defined to meet specific needs of the learners,
ESP makes use of underlying methodology and activities of the discipline it serves, and ESP
is centered on the language appropriate to these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
Qualitative research method was used to collect the data. Data were collected by the
means of questionnaires for students and interviews with a teacher and the Head of
institution, and documentation of the institution curriculum. Using the qualitative approach,
the data were then obtained by using questionnaires, interviews, and documentation
(syllabus and materials). All the data were analyzed on the basis of the research questions
stated and were
classified into two central themes. First, the existence and the role of the English language
subject in Indonesian private Higher Education of Computer Science HECS curriculum.
Second, the students‘ perception about the English subjects provided in Indonesian private
Higher Education of Computer Science HECS, in terms of its materials and teaching and
learning practices.
Based on the data derived from the interview with the Head of Indonesian private
Higher Education of Computer Science HECS and the document, English Language subject is
considered as the mandatory subject to support other main and core subjects in the
institution.
The subject belongs to the category of General Education Courses (MKDU/ MKU = Mata
Kuliah Dasar Umum/ Mata Kuliah Umum). Given four (4) credits to this English subject, this
then divided into two different subjects called ‗Bahasa Inggris 1 (BI-1)‘ and ‗Bahasa Inggris 2
(BI-2)‘, with two (2) credits for each. The subjects are given to the students in two different
semester. Bahasa Inggris I is given to all students in the first semester, while Bahasa Inggris
2is given to the students of all programs at the end of semester. For example, at semester II
for Diploma I, semester VI for Diploma III program, and at eight semester for S1 degree
program.
The purposes of the two subjects are different in nature. BI-1 is intended to provide
students with the ability of comprehending text, while BI-2 focuses on conversation, on
students‘ speaking ability, especially helping them to prepare their readiness in facing the
job interview. Having such different goals at the end of the lectures, the content of each
subject materials are also different. The texts contented with some information about
computer and its programs become the major source of materials used in BI-1, while the
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content materials related to the language function in making conversation and those related
to job interviews are becoming the course of material in BI-2.
To implement the mandatory English Subjects in this institution, the lecturer try to
develop the syllabus and teaching materials in line with the aims/ goals stated by the
institution in each of the English subjects called Bahasa Inggris 1 (BI-1)and Bahasa Inggris 2
(BI-2). The
materials contented in BI-1 are made to support the students to comprehend the texts with
the topics related to computer programs. Few grammatical structures, i.e. ‗to be, to have,
modal, passive voice, degrees of comparison, word formation‘, commonly used in the
reading texts are also introduced (source: Modul Bahasa Inggris 1). And the materials given
in BI-2 are those related with the certain function in doing conversation, such as how to
deals with the interview; how to make questions sentences, discussion techniques, making
decision, dialogue, practical english conversation, common job interview questions,
presentation and making an application letter (source: Modul Bahasa Inggris 2).
Based on the questionnaires given to several Indonesian private Higher Education of

Computer Science HECS students, it was found that all of them like English language subject.
The reasons are quite various, such as:
 Because English in an international language, and we have to be able to speak/

master such language. (7 respondents)
 Because English in needed in our future job. (5 respondents)
 Because English language is nice to hear and speak. (1 respondent)
 Because I like to sing English song (1 respondent)
 Because English mostly used in the Internet (1 respondent)
The impacts of this subject to the student‘s skills/achievement are as follows.

 ―sekarang saya sudah mulai bisa memahami teks dalam bahasa Inggris‖ (R20)
 ―dapat mengerti bahasa Inggris dan mampu berbicara bahasa Inggris terhadap orang
asing/ bule‖ (R25)
 ―lebih memahami teks dan grammar‖ (R14)
 ―lebih dapat mengemukakan pendapat dalam bahasa Inggris‖ (R15)
From the presentation of data above, it can be seen that the mandatory English
subject in the tertiary level. Though in its implementation and presentation to the students
in the classroom face several challenges, i.e. the range of time availability (in this case the
limited number of credits and the time scheduled of providing the subjects), the students
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social economic and academic background that directly or indirectly have several impact to
the product and the quality of teaching and learning process.
REFERENCE
Silalahi, Rentauli Mariah. (2016). English Teachers‘ Perspectives on the Impacts of English as
a Global Language Influencing the Indonesian Educational System. Procedia- Social and
Behavioral Sciences
Sugaryamah, D. (2013). The portrait of English language subject in an Indonesian private

higher education of computer science (HECS). English Review:Journal of English Education,
1(2),182-190
Anthony, Laurence. Defining English for Specific Purposes and the Role of the ESP
Practitioner. Dept. of Information and Computer Engineering, Faculty of Engineering,
Okayama University of Science, 1-1 Ridai-cho, Okayama 700-0005, Japan
7.3 BUILDING TEACHER CHARACTER TO DEVELOP IDEAL ESP TEACHERS
By Riza Yusuf K
At the present days, it cannot be ignored that the demand, need, and the influence of
English has become fundamentally to people around the world. English language has
become as an universal language, and being used in the many aspect. Moreover English
language has countless of terminology within the scientific purposes, art, medical,
sociolinguistic and other specific knowledge. The study of particular registers and
terminology in particular branch of knowledge for specific reason and purposed later being
called English for Specific Purposes. Even tough, ESP it‘s not a new branch of knowledge to
begin with rather it is just an approach create an ideal model of learning specific knowledge.
This approach have several characteristics: first, ESP being created based on the
student needs. It means that the media, materials, and the method should correspondence
toward the need of the student. Second, ESP approach are focused on the skill proficiency of
particular knowledge and not focused on the four based skill in the General English. ESP are
solely designed for adult-hood environment, this means that ESP are designed for the
professional field. It‘s should been taught in the at least high school /vocational school and
at the university student. Third student who learn ESP at least should in the intermediate
level who have intermediate knowledge and skill of general ESP, this requirement is a must
have because if the student didn‘t have or in the intermediate level how can he she coped
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with the learning process. With the modal of being in the intermediate level, are to be
expected that the can cope with the materials and have the convenience in learning ESP
terminology and register.
In Indonesia, the application of ESP indeed has been implemented since several
decades ago, and being taught in the vocational school and the universities. For the country
which treated English as the foreign language or EFL surely, it‘s not easy to conduct the ideal
ESP learning process. Engaging ESP indeed has many problem and challenge such as
material resources and facilities. The differences of student background are also proved to
be major problem. It cannot be denied that there are lot of students who have a different
background especially the background of General English knowledge. Sometimes, there are
students who have the General English proficient and students with the lack of General
English proficient placed in one classroom.
This matter seems like very usual in this country but actually this matter cannot be
taken too lightly, it will increase the inequality and the learning process won‘t be effective
either. Students who have lack of General English proficiency will not be able to cope with
learning process and hardly understand the material and the particular terminology. And if
the teacher made the materials a bit easier, the students who have General English
proficiency will take the learning process lightly and get bored too. This situation will only
lead the learning activities become futile and not effective.
In reality the application of ESP are really terrible, even though ESP become the
subject matter in the Vocational School and in the University but in the classroom teacher
are only taught their student about English basic skill or General English, the concern of the
subject it is not the specific skill and knowledge but rather correcting students error in four
basic English skills. The lack of reading interest in students and the lack of student self-
exploration in the ESP materials also become a serious matter that cannot be taken lightly.
This matter will decrease students‘ motivation to learn ESP because they are not really
familiar with the subject.
Aside from the problem which came from the student‘s, there are also problem
coming from the teacher, Kusni ( 2004 & 2006) in his research stated that this problem
considered to be a critical one. The first is there is no specific and consistent Universities
which officially responsible to produce ESP teacher. Second, there are inadequate ESP
teacher development programs. Once they are appointed to be ESP teachers, the
opportunities to get training, workshop, or further formal education are very rare. Third, ESP
teachers are responsible for over-loaded teaching hours in over-loaded numbers of students
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(big classes). Whereas, teacher is the most component of the ESP without teacher
proficiency, how can students and learning process considered to being success?
In terms of providing solution and the problem solving of ESP teaching in Indonesia,
Encouraging teacher characteristics it‘s a must. Rather than changing the students
characteristic and force them to cope with the course. The student shouldn‘t be the one to
blame on, even if they are not capable of mastering Basic English. The ESP teacher is
different from that of GE, but this does not mean that they do not have things in common
(Bojovic 2006). Stevens (1988), for example, sees that ESP teachers are most of the time GE
teachers being involved in teaching specific subject in English for a specific group of learners
(Stevens 1988 cited in: Esteban & Martos 2002). Dudley-Evans and ST John (1998) prefer to
use the term ―practitioner‖ rather than ―teacher‖, because for them ESP work involves
teaching and more. In the 1960s, the ESP practitioners‘ main job was to teach only the
technical-vocabulary (Smoak 2003). In recent time, the responsibility of the ESP practitioner
has involved five roles: A teacher, a course designer, material provider, researcher,
collaborator, and an evaluator (Dudley-Evans and ST John 1998) teacher role is a
fundamental requirement to conduct a effective classroom.
The ESP teacher characteristic development program, furthermore, might consist of

two main blocks. The first tends to comprise work on topics such as needs analysis,
theoretical inputs to curriculum design, syllabus specification, and so on. The second can
concentrate on materials evaluation, adaptation and design, and sometimes also on
curriculum evaluation. Such an arrangement is logical and straightforward, since it goes from
the identification of needs to the creation of appropriate learning resources, from the global
to the particular, and indeed, mirrors the very sequence of events which it is usually
recommended that real-life ESP curriculum design should follow.
The terms of building teacher characteristic to become an ideal teacher should consist
of several fundamental things:
First, ideal should be able to become an effective Course and syllabus designer. The
needs analysis done previously will help the ESP teacher to organize the material based on
terminology, situational or functional point of view. And along with a criteria usually based
on order of importance or frequency. Second, become a good material writer. An ideal ESP
teacher shouldn‘t follow a book rigidly. Especially if it is highly specialized since the teacher
seen there is no connection between grammars as specialization knowledge. The material
must fit the students need and the goal set by the ESP teacher. Third, ideal ESP teacher
should be able to analyze the needs of the course. ESP teacher should gather information of
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the weak and strong points of his or her student possess. Once the process mentioned
above is done the ideal ESP teacher will have good support for writing material.
Fourth, ideal teacher should be able to become a good motivator to their students.
Usually the students in ESP classroom are very tense; because they think they will get
involved with different grammatical structures and loaded with lot of highly technical terms.
They will have to memorize, so this is necessary to the ESP teacher change these wrong
perception and make their students feel more comfortable in the classroom. Fifth, ideal ESP
teacher should adapt to the materials. ESP teacher must be skillful not only in the writing
and arranging materials that suit to their students‘ needs but also be able to adapt to the
different materials that is given by the institution they are in. it will be necessary for the
teacher to adapt and able to choose the suitable materials, so both the teacher and students
will have a fluent classroom environment.
Last but not least, ideal ESP teacher should able to be a good negotiator. The ESP
teacher must negotiate:
1. A two-way collaboration in which the learners help teacher learn more about the
target situation and in turn the teacher makes the students know of the problems
which students faced out.
2. Negotiate in a more physical sense, cramped classroom, inconvenient location,
ETC
3. Make the learners know that there is no grammatical structure, function or
discourse specially for a specific subject. In short, there is no need for highly
specialized text
In fact, as most of ESP learners are primary workers secondary learners

undergraduate students, following a more integrated approach, which deals with learners‘
needs in more multidimensional way, is necessary. In other words, many ESP teachers should
follow an adulthood-oriented approach and act as simultaneous teachers and counselors
dealing with both linguistic and psychological needs of learners in a parallel way. Therefore,
in such a balanced approach, learners are more motivated and involved in self-directed
learning, which is the most fundamental purpose of ESP programs. The counseling role of
ESP teachers should not be restricted to classroom settings.
ESP teachers should develop an accepting attitude toward content teachers to get
useful insights about the academic content, which they are going to teach. In other words,
ESP teachers should also closely collaborate with content teachers to design the syllabus and
get better teaching tips, which enable them to fulfill the learners‘ needs more effectively.
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Therefore, both ESP and content teachers should negotiate without any unreasonable biases
against each other. Finally, as ESP programs are essentially learner-centered, the learning
needs of learners are of priority. Because these needs are variable, following a pre-
determined syllabus and methodology is unreasonable. In fact, an effective and ideal ESP
teacher should be continually involved in action-base theorizing about all the relevant
aspects and act as an active practitioner.
REFERENCE
Kusni. 2004. „Model perancangan mata kuliah ESP di perguruan tinggi (Unpublished
dissesrtation). Jakarta: Universitas Indonesia.
Bożena Górska-Poręcka. The role of Teacher knowledge in ESP Course Design. Studies in
logic, Grammar and Rethoric 34 (47) 2013. The University of Warsaw
Kusi, 2013. Reformulating English for Specific Purposes (ESP) in Indonesia: Current issue
and Future Prospect. SELT 2013. State University of Padang.
Bacha, N. N. (2003). English across academic and professional communities: A study of
EFL learners‘ needs at the Lebanese American University. The Official Journal of the
Association of American International Colleges and Universities, 2, 33-62.
7.4 MULTI-ROLES OF ESP TEACHERS

By Nugraha Panji Kusuma
TEFL teaching in the classroom has mainly been focused on learning General English
skills with more specific English, needed for a specific profession for example, being taught
only as and when it is needed. Some people argue that specific English should be introduced
earlier, and this will help motivate students and keep the English taught within a professional
and cultural environment that is relevant to the people learning it.
English as a foreign language is a necessary subject in university curriculum. It is

known as English for specific purposes (ESP) taught for students in different departments at
universities. It is expected that the students can develop their English to support their
academic life and prepare them for future jobs. Whether it seems ambitious or not, ESP has
been a big issue for university language centers to provide good English teaching for the
students. English for a specific purpose was developed to meet the needs of individual
learners and their specific needs and is designed for specific disciplines. As it is widely
accepted that ESP students is to be taught on the things that they need in order to perform
their task in the job situation. English as language is to be used to support them in their
working activities where the ability in language is required. As Basturkmen (2006) describes
the five broad objectives in ESP teaching: (i) to reveal subject-specific language use, (ii) to
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develop target performance competencies (iii) to teach underlying knowledge (iv) to develop
strategic competence and (v) to foster critical awareness.
The only way for the teachers to know their students‘ needs and interest is through a
needs analysis. Hutchinson and Waters (1998) make a useful division of learners‘ needs to
start the need analysis. They divide the learners‘ needs into necessities (what the learner has
to know to function effectively), lacks (what the learners knows and does not know already),
and wants (what the learners think they need). The next challenge is that problems raised as
the need analysis lead the teacher have to make particular course to adapt with the need
analysis. As we know that ESP is a subject matter instead of General English.
In Indonesia, where English is treated as a foreign language raised up more problems

for teachers of ESP. The circumstances of learning culture, the students‘ efforts and interest
that usually low-level of English, the teacher‘s lack of competence in the target subject and
the education system such as big classes and English in vocational school which prepared
just for the national exam. The roles of teacher become one of the vital things in the learning
process to deal with the problem raised. Multi-role becomes needs of ESP teacher. Dudley-
Evans and St. John (1998) coined the term ―practitioners‖ for ESP teachers since, they believe
that ESP work involves much more than teaching. Many crucial roles such as course
designers, materials developers, researchers, evaluators, and classroom teachers should be
taken on by an ESP instructor in addition to their role as teacher.
As the course designer, ESP teacher collaborates the need analysis results with the
lesson plan. Day and Krzanowski (2011) claim that general English and ESP, in fact, have
much in common, except that ESP focuses specifically on the students‘ needs in particular
professional areas. It means that designing an ESP course is essentially similar to designing a
general English course. It includes the process of deciding goals and objectives, organizing
the course and selecting and developing materials which should correspond with the results
of the needs analysis. The fact that most Indonesian universities do not provide the teaching
syllabus allows the teacher to create their own syllabus. The syllabus in an ESP class is usually
a unit-based syllabus where each unit consists of specific language components, such as
grammar and vocabulary, language functions, such as speech acts and language skills that
vary across different areas of expertise. Basturkmen (2010) explains that the teacher should
put each unit in order from more important to less important, easier to more difficult, or
sequencing it in a logical flow where the preceding unit acts as the introductory to the next
unit. This sequencing depends greatly on the teacher‘s belief and will have a direct impact
on the students‘ learning experience. A good sequence will allow the students to see the
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relevance of one unit to another, which could make learning ESP more meaningful to the
students.
As the materials developer, ESP teacher provide the appropriate materials and
method of learning. If the institution does not provide the materials. Teacher need to find it
off/on line. In order to answer the question whether the textbook cover the students‘ need
or not, Day and Krzanowski (2011) mention that there are things to look out:
1. Listening exercises of realistic situational dialogues in which professionals are

doing their job, not just interviews with people about their jobs;
2. Step-by-step guidance for learners on how to cope in similar situations and role-
plays to practice those skills – what to say and how to act;
3. Authentic texts that represent the types of documents that your learners will need
to read and write in their jobs and which they are likely to have problems with;
4. Guidance on how to use the model texts to inform the learners‘ own writing.
In addition, to finding the materials that are relevant to the students‘ specific areas,
it is also essential to consider the students‘ age and level of proficiency when selecting and
developing the materials. The level of proficiency of students is important thing to decide
what and how to teach. With appropriate level of proficiency, students will get the
motivation because it is not too easy neither too hard for them. If it is too easy, they will get
bored and if it is too hard, they will get less motivation and probably frustration.
As the researcher, ESP teacher plays role in conducting need analysis. The teacher
also need to develop the original materials. Materials in ESP relatively less of references if we
compare it to General English materials because of its specification. Muhrofi-Gunadi (2016)
ESP teachers as the researcher tend to self-explore the materials more and make an
experiment about it.
As the evaluator, Dudley-Evans and St. John (1998) argue that ESP teacher also needs
to be able to devise achievement test to assess how much learners have gained from a
course. Evaluating course design should be done while the course is being taught, at the end
of the course and after the course has finished. The effectiveness of the course has been the
main issue. The evaluation includes the course to be evaluated and the students‘ assessment.
Day and Krzanowski (2011) stated the evaluation is related to their performance in the
workplace: Do they feel better able to perform in the situations that they identified at the
start of the course as their needs? Have they learnt useful skills and language that they can
use in their work? Are they more confident or sophisticated in their use of English at work?
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Finally, the main role is as the teacher. The position of the teacher likely to be the
facilitator of the learning process. It should be known that students could be have more
knowledge on the target subject than the teacher. This is reasonable especially because most
ESP teachers are not subject specialists and are mainly responsible for teaching English. It
means that teacher-centered learning that puts the teacher as the source of knowledge is
totally inappropriate in ESP since it neglects the aspect for which the language skills is
required to carry out function related to the context, in this regard the students‘ workplace
situation. A curiosity about and a willingness to explore the ways in which professionals
communicate and how these involve language is essential. ESP teachers should work closely
with the field specialist or if it is not possible the teacher should work collaboratively with
the students in order to understanding the content because they are more familiar with the
subject than the teacher.
In conclusion, ESP teachers or practitioners are demanded to active based on their

vital roles in teaching ESP. What ESP practitioners have to do is to learn disciplinary practice
and methodologies from those who have the expertise theoretically and practically, so that
what to teach and what to do outside the classroom are not far from reality. Their roles
should be done to deal with the problems in teaching ESP, especially in Indonesia.
References
Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A multi-disciplinary

approach. Cambridge University Press.
Hutchinson & Waters. (1987). English for Specific Purposes, Cambridge: Cambridge
University Press,
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. UK:
Palgrave Macmillan.
Day, J., & Krzanowski, M. (2011). Teaching English for Specific Purposes: An introduction. UK:
Cambridge University Press.
Basturkmen, H. (2006). Ideas and options in English for specific purposes. New Jersey:
Lawrence Erlbaum Associates, Inc., Publishers
Yoestara, Marisa (2017) Looking into The Process of Teaching and Learning English for
Specific Purposes (ESP) at The University Level in Indonesia: Problems and Solutions. Aceh:
Jurnal Serambi Ilmu Volume 28 No 1 2017
Ahmed, M.K. (2014). The ESP teacher: Issues, tasks and challenges. English for Specific
Purposes World, 42(15) 1682-325, available from www.esp-world.info
Muhrofi-Gunadi, K. A. (2016). ESP practitioners‘ role and their ethnography: A case study of
ESP practitioners at the Indonesian tertiary level. International Journal of Education, 9(1), 1-9.
doi: dx.doi.org/10.17509/ije.v9i1.3711
Kusni. (2013). Reformulating English for Specific Purposes (ESP) In Indonesia: Current Issues
and Future Prospects. SELT 2013 Proceeding, ISBN: 978-602-17017-1-3
Poedjiastutie, Dwi. (2017). English Learning Needs of ESP Learners: Exploring Stakeholder
Perceptions at An Indonesian University. TEFLIN Journal, Volume 28, Number 1, January 2017
Agustina, Titik. (2014). English For Specific Purposes (ESP): An Approach of English Teaching
for Non-English Department Students. βeta Vol. 7 No.1 (Mei) 2014
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Anthony, L. (2005). Defining English for Specific Purposes and the Role of the ESP
Practitioner http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000
b/80/25/bb/57.pdf
Cahyadin, Wawan. (2012) A Study on ESP Teacher Education Model in Indonesia: Buton Raya
Context. Available from http://bgfunhas.blogspot.com/2013/02/a-study-on-esp-teacher-
education-model.html on 28 May 2018
7.5 THE URGENCY OF INDONESIAN ESP TEACHER’S COMPETENCY
By Layli Qurbatul Maula
In this century, confirmed that English is taking a huge role as an international

language. Not only in the educational field but job and other fields are in need of people
with English proficiency. Technology, business, economy, social and media are some of the
fields that needed a human source that proficient in English. Not surprising to find so many
classes and courses scattered all around the world to help people mastering English.
English in Indonesia is considered as a foreign language. However, Indonesian

curriculum gives it a special treat as a foreign language that should be learnt. Even English
become one of the national examination subjects. Thus, students in Indonesia are obligated
to studying English even though for preparing national examination purpose only. They
cannot be separated from English subject because the syllabus for all grades from
Elementary school until secondary high school is in.
Studying English in school (elementary until senior high school) is acknowledged as

learning English for General Purpose (EGP) which is usually learning basic language skills.
Those basic language skills are writing, reading, speaking and reading English. EGP materials
stated in the syllabus are English in general and learning grammar is in it. However, English
in secondary vocational school and non-English university majors are different. Prepare for
job world needs specific teaching materials, methods etc that could match the students‘
needs. That is called ESP (English for Specific Purposes).
According to Hutchinson and Waters (1984), ESP is an approach not a product. In

another word, ESP learners are not taught English in general with general materials. They are
learning particular materials that match their needs. So, it is an approach to learning English
based on what the learner needs. For instance, ESP for Physic major students is learning
English based on what they learn in their Physic‘s classes.
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ESP materials designed based on learner‘s needs by analyzing it based on learner‘s

field. The specific concept in ESP that will be taught in class is known by finding its
classification. Hutchinson and Waters (1984) present detailed tree diagram that shows ESP
have branches in the term of what is the purpose. It explained that ESP is not merely learning
English for job purposes.
Dudley-Evans and St John (1998) in Kusni (2013) introduce ESP classification based
on professional area and discipline that showed in the diagram below;
English for (Academic) Science and Technology
English for (Academic) Medical Purposes

EAP
English for (Academic) Legal Purposes
English for Management, finance and Economics

ESP
English for English for Medical Purposes
Professional
Purposes English for Business Purposes
EOP
English for Pre-Vocational English
Vocational
Purposes Vocational English
From the explanation above, we know that ESP is based on learner‘s needs. Learner‘s
need is not only analyzing the materials that will be taught, but also all the requirements to
make the learning process will be fruitful and successful. Kusni (2013) in his article focuses
on some issues that needed in ESP classroom to be successful. They are course design,
teachers, objectives, and materials plus its assessment.
Here I want to focus on teacher‘s issue especially in Indonesia. ESP that practised in
Indonesia is still lacking in so many aspects. Before coming to the explanation, knowing the
real situation of ESP in Indonesia would be easier to comprehend what is the lacks and how
to repair them. ESP learners in Indonesia that will be explained are the secondary vocational
high school students and non-English majors‘ university students.
English in vocational high school is one of the major subjects that will be executed as
a national examination subject. Vocational high school is equal to senior high school in the
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term of grade, but vocational high school is preparing its students to enter the job world
directly after graduated from there. As well as vocational students, for University students,
ESP is a major class that should be taken. General objectives that specialize the subject to be
the ESP subject is not clear, the English mastery level of the students taking the subject and
the specificity of the materials. The subjects‘ materials are supposed to be ESP materials that
specified by fulfilling the learner‘s needs but in reality, the materials are basically EGP (Kusni,
2013).
Both of them (vocational and university students) are prepared to come directly to
use English in their respective fields. ESP teachers in Indonesia that supposed to also master
the field of their ESP classes are often graduated or have a little effort to study what and how
ESP is supposed to be. Teachers also have a minimum effort to change the classical method
(grammar translation method) in their classes to simplify their teaching activity like what and
how they were taught back then (Poedjiastuti and Oliver:2017). Even though grammar is
considered as difficult and essential part of learning English (Wilson; 2016) it would be
wrong if teach students only the structure of the text just like in EGP without any specific
purpose directed to the students‘ needs in their field.
ESP teachers in Indonesia should do research or educate themselves beforehand

what and how ESP works, not only teaching the students EGP that use the only handful of
the specific vocabularies in a certain field. Moreover, the method that used is not pretty
appropriate to teach the students with a specific need that is real communication among
colleagues in work in the future or the students‘ need to find and read English papers that
needed an understanding of the context of the text. With those two examples of what the
students‘ need by learning ESP, a teacher should know what are the method, material and
approach that appropriate for students in the ESP class.
ESP teachers in Indonesia, just like other countries in Asia faced the same problem
over what and how to teach English for specific purposes so that the students are able to
communicate verbally and written. The role of ESP teachers in Indonesia should be a
facilitator for the learners by providing the appropriate materials, learning methods and the
media in the ESP class. Even though the teacher is considered as the arrow tip of the
learning process (Mulyasa: 2014), other learning facilitates are should be provided properly.
Not to mention the given syllabus that is not made professionally by or consulted with ESP
professionals in Indonesia.
Marwan, Andi in The English Teacher vol. XXXVIII: 1-12 revealed his findings about
ESP themes that influencing the learning process, they are; students‘ learning motivation
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(students are not interested in learning English in the first place), mismatch between
expectation and reality (once the students are graduated, some of them are accepted to a
job without minding their English proficiency), lack of quality resources (facilitates that
provided in the school or institution are not reliable enough to support the quality ESP
learning process and heavy workload (teachers are overworked with teaching hours that
average up till 24-36 hours a week in every semester.
From the short explanation above, I will remind that ESP is designed to fulfil learners
need in their respective field with particular materials. If the students are not motivated to
learn English, it will be really hard for the teacher to take their responsibility for their role as
facilitator. The first thing that should be considered by an ESP teacher is students‘ motivation
to learn English because without it students would feel forced and the learning process is
not going to be effective at its full force. The next thing the teacher should do is creating an
atmosphere that places students in their ease.
The ESP in vocational high school‘s National English curriculum is not developed by
ESP specialist, or at least by those who know ESP. In addition, the ESP in the university is
developed individually by the lecturers whom not fully understand ESP. It has never been in
touch with ESP specialists or stakeholders evaluation (Kusni: 2013). Now it is clear that ESP in
Indonesia lacks serious part from the start on a national scale. ESP in Indonesia should be
taught properly to graduate quality alumnus whose dream is going to international work
scale. Besides the materials preparation, a teacher who taught ESP should meet the students‘
need to fulfil the ideal learning and maximum learning output. Teachers‘ role could be
varying based on the many aspects such as students‘ background knowledge, English
proficiency, facilities that provided, etc. One of the teacher‘s roles is as the facilitator.
As its name, ESP teachers as facilitator is to facilitate the learning process to reach
the maximum benefit for the students. The most essential part the teacher should provide is
the adequate preparation of the learning materials. Even though the teacher did not
understand all terms in a particular field is okay as long as the teacher has all the sources
that needed and understand the outlines of said materials. Teacher‘s competency is an
essential part of the learning process as it said in the attachment of the rules by National
Education ministry 16th year 2007 about the standard of academic qualification and teacher‘s
competency. A teacher should be able to eloquently transfer their knowledge using
technology to support the learning activities.
Beside as facilitator, the ESP teacher doubles their role as the class‘ activity manager.
Syamsinar and Jabu (2015) revealed their finding that ESP teacher should have a good
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management capability to reach an ideal learning environment. Teachers that let their class
noisy and have less than 70% of the students pay attention to the lesson/class is a bad
environment based on my opinion. The ideal class environment should be created to
maximize the learning process‘ activities.
In conclusion, ESP in Indonesia is undoubted in a bad term. The problem starts with
the very first part of the learning part, syllabus and materials that will be taught. Teacher‘s
roles also need an extra attention because it would affect the learning process and students‘
motivation in learning ESP. To graduate quality alumnus that ready to step up in the work
field scaled internationally, a good ESP is indeed needed.
BIBLIOGRAPHY
Hutchison, T and A. Waters. 1987. English for Specific Purposes: A Learning-centred

Approach. Cambridge. Cambridge University Press.
Kusni. 2013. ‗Reformulating English for Specific Purposes (ESP) in Indonesia: Current
Issues and Future Prospect‘. SELT 2013 Proceeding.
Marwan, Andi. ‗ESP Teaching Challenges in an Indonesian Vocational Higher Institution.‘
The English Teacher. Vol. XXXVIII:1-12
Mulyasa. 2014. Guru Dalam Implementasi Kurikulum 2013. Bandung. PT Remaja Rosda
Karya Offset.
Poedjiastuti, Dwi and R.Oliver. 2017. ‗English Learning Needs of ESP Learners: Exploring
Stakeholders Perceptions at an Indonesian University‘. TEFLIN Journal. Vol. 8 No. 1
Syamsinar and B. Jabu. 2015. ‗The Problems in Professional Competence of Teachers in
Teaching English Subject at Vocational High Schools‘. ELT Worldwide. Vol. 2 No. 2
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CHAPTER VIII: THE CHALLENGE AND SOLUTION OF ESP TEACHING IN INDONESIA
8.1 ESL, EFL AND ESP TEACHING STRATEGIES
(Nurul Hidayah/ 2030150150)
Nissim, Barak and Ben-Tsvi (2012) claim that teaching strategies definition is the
modes used by teachers to reach the lesson‘s aims and objectives. They add that since the
sixties of the previous century, scholars in education encourage the use of teaching
strategies promoting the learner‘s active intelligent processing of new information, aided by
high level thinking and diverse social capabilities.
Teaching strategies are based on 4 basic elements: talking, listening, reading, and
reflection on the contents learned. To obtain complex high level thinking among the pupils,
to reach the righ form of understanding of the material learned, they are also required to
activate diverse abilities, talents and skills and to use common sense and consideration.
Teaching strategies can be implemented by using diverse teaching methods and relying on
theories and teaching models (Lazarowits and Hertz –Lazarowits, 2007).
The following sub-section will show the connection between teaching style and
academic achievements. The importance of teaching methods diversity. The department of
educational programs developments and designing in the ministry of education published a
manifest (2012) saying that: ―Diverse methods and teaching modes combining development
of skill will be activated in all learning contents for all age layers. The methods and modes
that will be applied in various learning subjects will be chosen according to considerations
such as: the essence and nature of the subject learned, the target population, the
environmental resources and according to the additional value of the modes or the tools
chosen to be used as means to reach the teaching objectives. The modes of teaching and
learning will include activating pupils by means of lectures, discussions, discourse, teamwork
or other assignments. All these will be performed according to conditions and the required
of the learning material in individual activity, working in pairs or small groups or within a
class framework of a heterogeneous group.‖
Contemporary educational perception encourages diversity in teaching and

evaluation methods. The policy of the ministry of education manifested in the program of
the reform ―reorganization of learning‖ reflects this perception; the leading assumption is
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that such a diversity will encourage research and help the pupil to express him/herself and
realize his true potential. Frontal teaching method can no longer be the only way to teach,
significant learning the learning experience, absorption and internalizing of the learned
material requires diversity of teaching methods (the ministry of education, 2015).
Diversification of teaching methods will enable the teacher to reach several pupils since this
diversity fits better the learners‘ learning styles (there).
The fact that human beings are grouped on the basis of their general or common
characteristics related to culture, ethnicity, language, society, or other more delicate social
and cultural background variables has led to the attribution of different learning styles to
different groups of students. Inspired by this, researchers have carried out studies to find the
commonalities in specific groups‘ learning behavior. Studies have found that there are
number of differences between such groups.
First for all, it is essentialist to view a group of students, with their learning practice ,
as having common traits since, as social practices are complex social practices. These
complexities result from both sociocultural and personal factors. As a social practice,
learning evolves under a cultural inheritance and traditions, but at the same time develops
according to the development of the educational field. Due to, scientific and technological
development and cultural contact, changes in teaching and learning practices take place
more readily in urban areas. Moreover, every individual has her/his own personal traits which
differentiate her/him from others. There are students who prefer to learn in groups or
individually. There are students who are highly motivated and eager to take risks. There are
also others who are shy and lacking in self-confidence. Although the sociocultural context
has significant bearing on one‘s personality, there are certain characteristics which make
her/him a unique person. In short, ―…there-in essentialist sense-is no such thing as one
nation identity‖ because ―different identities are discursively constructed according to
audience, setting, topic, and substantive content‖ (Wodak et al., 1999:4).
Secondly, to categorise a group as ―Asian‖ naturalizes the category because in fact,

we are dealing with people from many different national and cultural backgrounds, and
more importantly, obscures internal differential positioning with regard to class, gender,
race, sexuality, professional status, caste, (dis)ability, and so on. In other word, a class may
consist of students of similar cultural and national background, but at the same time it also
consists of different identities which have been, or are being, framed by different life,
including learning experiences. As Wodak et al. (1999:11) contend,
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―…such an absolute sameness criterion is highly questionable when referring to

members of a group. …individual people change constantly in the course of their lives, be it
physically, psychologically, or socially.‖
The importance of understanding students‘ learning styles has been increasingly

realized in the last two decades or so particularly in language education (e.g.,Abraham and
Vann, 1987; Bialystock, 1981; 1981; Chamot and kupper, 1989; and Wenden and Rubin,
1987). Peacock (2001) argues that teachers not only need to understand their students‘
learning styles but also to match their teaching styles with their students learning
preferences. Yet, ―we know less about how we, as teachers, would like them to approach
learning‖ (Galloway and Labarca, 1990:127).
Research has indicated that even in the same group of students exist many different
learning styles (Galloway and Labarca, 1990). Therefore, teachers need to balance their
teaching styles to accommodate all learning styles (e.g., Reid, 1987; Melton, 1990; Oxford et
al., 1992). Failure to accommodate learners learning styles can result, as hypothesized by
Reid (1987), in learning failure, frustration, and demotivation.
In relation to learning practice and learning styles, the question I would like to
address is ‗do the teachers in this study try to understand their students learning styles or
not ?‘
EFL Teaching in Indonesia
It is commonly held view that language planning and policy play an important role in
determining the status and function of a language. This particularly applies to status
planning which is concerned with ―language selection and language implementation‖
(Kaplan and Baldauf, 1997:30). English is only a foreign language in Indonesia. Whereas the
Indonesian language is the national, official language of Indonesia and, at the same time, the
lingua franca among speakers of different mother tongues.
As the first foreign language in Indonesia, English has been made a compulsory
subject from SLTP up to university level in the country, and has even been extended during
the last few years to a number of primary schools in capital cities. However, this requirement
for study alone does seem to strongly motivate Indonesian students to learn it. As
Kartasasmita (1997) claims, we cannot expect Indonesian students in general to be
motivated to study English simply because it is mandatory. He argues that this is particularly
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the case because ―despite the fact that English has such an important role in society, we can
observe that, for high school graduates to enter higher education in Indonesia, their English
competence is not a determining factor‖ (Kartasasmita, 1997: 19-20). If English in unlikely to
be used in real communication by Indonesian students nor is it gatekeeper for Indonesian
higher education, it is very likely that they will not make significant efforts to learn it. As
Cohen (1987:43) points out,
…for a school pupil to invest the considerable effort of trying to master an acceptable
level of communicative ability in any of the small range of languages available at any
given school may be seen as a wasted effort, since it cannot be predicted whether the
pupil will ever have any need for the chosen language.
This is particularly the case in remote SLTP where English is never use in classroom
communication nor in the wider community, and where many students may think that they
may not continue their study to university level, nor will they be in a situation where they
have to use English for communication.
If English does not have specific functional roles-as a means for communication and
as a gatekeeper in education-in the community in this study, students are not likely to make
reasonable efforts in their learning to obtain good English language skills. Thus, the most
likely reason for students in this study to be learning English is that it is a compulsory school
subject. In other words, EFL, rather than ESL, is the status given to English in Indonesia.
Having this status in mind, it is important to discuss the differences between EFL and ESL,
which is the focus of the next section.
ESL VS EFL TEACHING STRATEGY
Although the terms ‗foreign‘ and ‗second‘ languages are often used synonymously, they are
conceptually distinct (Stern, 1983; Tickoo, 1995). Foreign language is used to refer to the use
of a language in a country where there is little or no community use (i.e., Taiwan, Japan, and
Indonesia); whereas second language is used in reference to a linguistic environment where
a language used or learned by non-native speakers is recognized as a formal/official
language or as the first language of the majority of the population (Stern, 1983: 15-17), or in
a country where a language is a widely spoken in the community (e.g., English in Malaysia).
This indicates that the two terminologies designate very different linguistic environment.
Tickoo (1995:261) notes six indicators differentiating Asian TEFL from TELF and argues that
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EFL-ESL differentness needs to be accepted before seeking for an alternative solution for
Asian TEFL problems. The six indicators are :
a) EFL is learnt in the classroom where the main source of the language is a prescribed
textbook taught by a teacher. In most such cases the language has no existence
outside the classroom; it often ceases to exist as soon as the textbook is closed.
b) The teacher of English is a native speakers of one or two other languages which she
shares with her pupils.
c) The primary goal of learning the languages is to gain access to… scientific
knowledge; it is primarily needed as the most important ―library language‖.
d) The English language is taught/learnt in an institutional context which has to remain
responsive to established beliefs, expectations and attitudes on good teaching,
valued knowledge and preferred forms of classroom interactions.
e) Most Asian societies are heirs to rich and established cultures and traditions. These
and the major languages associated with them…determine the preferred modes of
acquisition.
f) Finally, the English language exists as part of a multilingual mix in which it shares
communicative roles and responsibilities with other national/regional literate
languages in what could become a climate of interanimating interdependence.
(Tickoo, 1995: 261)
Despite the fact that EFL and ESL contexts are different, textbooks on ELT methodology
usually use ESL to cover both ESL and EFL. For example, ―Foreign and second Language
learning‖, a book written by Littlewood (1984), although Littlewood basically acknowledges
the usefulness of the distinction.
In relation to ELT, it is naïve to accept what that is applicable in the ESL contxt is also
applicable in the EFL one. In an EFL classroom, students and the teacher are likely to come
from similar linguistic and cultural backgrounds (Tickoo, 1995); the case of japan is special,
because a number of English native speaking teachers are hired by its government in its
effort to enhance communicative skills (Johnson, 1995: 53-54 citing Koiko). Therefore, both
EFL students and teachers have similar expectations and perceptions, for instance, of the way
to behave and participate appropriately in the classroom. Having a similar linguistics
background, students usually communicate using a language other than English (Tickoo,
1995). This certainly reduces their opportunity to use the language for real communication.
In addition, EFL students may never encounter actual English use outside the classroom.
Consequently, they may not see the direct relevance of learning English to their needs. In
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contrast to this, in ESL classrooms in English speaking countries-in the UK, USA, Australia,
Canada, and New Zealand-linguistic backgrounds are very likely to differ not only between
students and teachers but also among students themselves. As a consequence,
communication in those ESL classrooms is more likely to involve the real use of English.
This means, the function of English in ESL classroom is twofold: (1) it is the language
of classroom instruction and discussions among students and (2) it is the language of
socialications among the classroom community‘s members. Furthermore, to be able to
integrate with the new community, ESL learners urgently need English. In other words, the
integrative motivation, which is generally believed to be a significant contributor to
successful second language learning, is more likely to exist in the ESL environment due to
the learners need for using English.
In relation to this, the present study is interested in examining whether the fact that
English is only a foreign language that is taught as a compulsory subject at school, but is not
used as a gate keeper in education, is one of the possible reasons that students in this study
have limited motivation to learn the language.
REFERENCES
Marcellino, M, ―English language teaching Indonesia: a continuous challenge in education

and cultural diversity‖ dalam TEFLIN Journal, Vol. 19, Universitas Katolik Atma Jaya Jakarta
No. 1, February 2008.
Mady, Callie. Alexandra. ―The coupling of second language learning motivation and
achievement according to gender‖ dalam Theory and practice in language studies journal,
Vol. 7, No. 12, pp. 1149-1159, December 2017.
Pasassung, Nikolaus. 2003 ―Teaching English in an ―acquisition-poor environment‖: an

ethnographic example of a remote Indonesian efl classroom‖ , department of linguistics,
university of Sydney.
8.2 THE CHALLENGES OF TEACHING ESP AT VOCATIONAL HIGH SCHOOL.
(Khasin Ma’ruf/ 23030-15-0169)
The history of ESP in the world start from the early 1960's, English for Specific
Purposes has grown to become one of the most important areas of EFL teaching today. In
the years following World War II, the central focus of ESP research was English for science
and technology (EST) in academic contexts. During the 1981–1990 period, special issues of
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the journal were devoted to teacher training, Vocational ESP, inter-language, and training of
international teaching assistants.
In the modern period, new international journals, genre, and corpus studies took
the center stage. The future of ESP may be summarized using four words: variety, in topics,
methodologies, rhetoric, and writer's stance; context, as the locales for research become
diversified, bring to the fore the specific contexts of classrooms, businesses, and online
media.
English for specific purposes is a new approach of teaching and using English for
specific studies that relevant to the need of the science and profession. The field of
knowledge and profession such as English for law, medicine, engineering, economy, or
maritime and others. Robinson said ―It (here ESP) is generally used to refer to the teaching
and learning of a foreign language for a clearly utilitarian purpose of which there is no
doubt.‖
So, teaching english for specific purposes has different approach and assumption
with general English such as, the purpose of ESP is to develops students so they are able to
mastering English in their own field. For the example, the economic student must
understand English for economy, geography student must understand English for
geography, students of hotel administration must understand English for hotel
administration, and so on.
ESP is commonly known used to spesific foreign language teaching which is the use
in spesific profession or science. This purpose well understood as the benefit of english as
the communication tool either literally or spoken. Because of that reason, ESP should be
seen as an aproach, perception, design, material, evaluation, and different purposes. The
material of ESP depend on students need and the user of esp.
Donough said that the material and the syllabus should be developed and designed
according to students need and the user because the student when they in the classroom or
work need to use english in spesific need. So, esp is using bottom up approach.
In the explanation above, we can conclude that ESP is not a new product, but it is an
approach in learning english differ from english in general. ESP refers to learn English
depend on their need which is proper to their profession or area. As a new approach of
learning English, ESP has different characteristics with general English. The characteristics are
also different with other English study such as English as second language (ESL) or English as
foreign language (EFL).
Some experts give characteristics of ESP in the English learning. Strevens (1988) in the
gatehouse, key issues in the ESP curriculum development said that there are four main
characteristics in ESP as learning approach;
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a) ESP designed to fulfill the students need.

b) The substances of ESP is connected to the theme and topic of the specific study,
profession, or activity.
c) Centered with form of language that relevant to the study, profession, or activity deal
with syntax, lexical, semantics and others
d) ESP is different with ESL.
There are several things that we can find in vocational high school deal with ESP.
The most common are; first, the syllabus that is used by the teacher is a syllabus which is
made by them-self. The teachers combining 3 kinds of syllabus that is syllabus based on
situation, topic, and assignment. All of the activities are attached in the syllabus. Second, the
teaching technique used by teachers is role play and oral presentation. Third, student said
that role play is the best technique to teach in ESP. Forth, student said that the vocational
English teaching is really good for them to learn English in their area. The most effective
technique to learn is role play, because student can understand and build courage to
communicate in English.
But, there are also problems in teaching ESP in vocational high school. First, teachers
feel struggle because there is no hand book of ESP. second, it is hard to use role play in a
big class. Third, The less concentration and vocabulary mastery so it makes them difficult to
communicate in English.
To solve these problems English teacher in vocational high school should have a
hand book of ESP, because vocational high school need different English material that
appropriate with their need. This is not just work of teachers or headmaster but also
government. Teacher has to make best class situation so student can learn more effectively.
Best model of learning also affecting student to learn, making good class is one of the best
way to make student comfort to learn English.
It is a reality that the students taking ESP courses have different background of
English language proficiencies; they are grouped without considering their English level of
proficiencies. This situation is „maintained‟ since firstly ESP courses offered. Teaching ESP to
such students with varies levels of English proficiency is impossible since ESP is believed
offer able only to students whose English mastery is homogeneous and the students are in
intermediate level. According to Kusni 2004&2006 the solution of the ESP challenge in
Indonesia should consist of following characteristics:
It should have a unified core, so that it can generate a number of alternative ESP
syllabuses. It has been said, ―ESP is not a particular kind of language or methodology, nor
does it consist of a particular type of teaching material …it is an approach to language
learning, which is based on learner need‖. It should be flexible, and adjustable to students‟
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needs. It is relevant to the professional needs of learners and societal expectations, and
relevant to the target situations in which ESP students will function as specialists.
It should be based on a learning-centered approach which maximizing the potential

of the learning situation. It should show the underline belief that learning is more than just a
matter of presenting language items, skills and strategies; is not just the content of what is
learnt that is important but also the activities through which the language and content are
learned. It should be targeted to the students‟ study needs (giving learners possibilities to
study their specialism more effectively) and the students‟ target needs (enabling learners to
function effectively in target situations).
REFERENCES
English for specific purposes: the difference between ESP & EGP
http://www.kursikayu.com/2011/11/07/english-for-spesific-purposes.html
Gatehouse, k. 2001 key issues in English specific purposes: (ESP) curriculum development.
TESL Journal Vol. VII. No.10, October 2001.
Putri, lustia ritia. 2014. The teaching of English specific purposes in ESP class at state
vocational high school 2 Malang.
8.3. THE CHALLENGE AND SOLUTION OF ESP TEACHING IN INDONESIA

By Istikomah Lestari
The challenge that arises from ESP in Indonesia is from students, lecturers and system
education.
1. Student side
There are some problems from the students who make ESP lessons in Indonesia less
developed. Students ESP in Indonesia have low English proficiency, although they have
studied English for six years. Most of the students are in pre-secondary and beginner level
none of them are in the Advanced level. They also have no motivation to learn English,
maybe because of previous bad experiences or fail in learning English and unattractive
approach in the process of teaching and learning English. Therefore lecturers have to create
and teach ESP that can improve students' level of motivation and their motivation in ESP
study.
2. The faculty side
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Most Lecturers who teach ESP are English graduates who do not have expertise in special
field, so lack of ability and skill in designing and teaching English for esp. Plus ESP lecturers
do not have relevant training or teaching experience in the ESP field and also have limited
background knowledge in the field they teach. As a result they do not feel confident to teach
ESP and tend to teach general English with a grammatical focus. So the students complained
that only tenses and other topics that were irrelevant to their specific field of study were not
available. From that problem the lecturers must have the willingness to improve their
teaching ability and supported to make improvements.
3. The education system side
The most common problem is the large number of students in one class, the limited time
allocated for English classes and also not enough teaching resources and facilities to support
the implementation of ESP. The total number of students in an ESP class ranges from 25 to
50 students. This means good classrooms; very high management and organizational skills
are required to have an effective ESP class. In addition, English is mostly studied for one to
two semesters at the university level, with 14 to 16 meetings in each semester. That amount
of time allocated to each meeting is about 100 minutes per week. It challenges lecturers to
be more selective in choosing important topics or materials to be included in ESP courses
within the allotted time. Moreover, institutions often do not provide a teaching curriculum or
syllabus for English courses.
The Solutions in the Process of Teaching and Learning ESP
There are several stages of preparation for ESP lecturers to address the problem.
1. Conducting needs analysis
It is necessary to provide needs analysis to assist lecturers to define learning

objectives and targets. needs analysis includes the process of collecting and analyzing
comprehensive information about learners, both on the PSA (Present Situation) Analysis -
the lack and willingness of learners and TSA (Target Situation Analysis - the future of
learning needs). suggests ESP lecturers not only to analyze the needs, desires and
disadvantages of learners but also to analyze available resources, timing constraints and
other possible challenges and to design effective ESP courses. needs analysis contains
information on what should be the main focus of learning, including content learning,
language skills and language components as well as what facilitates and impedes ESP. This
needs analysis can be done beforehand, beginning as a "pre-course" assessment, on the first
day as a "preliminary" assessment or during teaching and learning process as an "ongoing"
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assessment need. Initial needs analysis is important to provide general ideas to help decide
goals and objectives that meet the needs, faculty, and / or learner. Sustainability needs
analysis is also important, especially to provide information about student progress and to
help the redesign process to meet the established goals for the better.
The procedure of performing the needs analysis of the lecturer should act as an
active data collector, interpreter and evaluator in performing assessment needs for the
students. In collecting the required information, English lecturers for Specific Purposes (ESP)
may use several instruments including questionnaires, observations, interviews or a
combination of them. However, to get more accurate information, it is important that
lecturers choose the right instrument data collection that can provide them with the
information they need.
2. Designing an English Course
Basically common English and ESP have in common that is designing learning. This
includes the process of defining goals and objectives, organizing courses and selecting and
developing materials that should be in accordance with the results of analysis needs. The esp
lecturer should also create a syllabus. The syllabus in the ESP class is usually a unit-based
syllabus in which each unit consists of certain language components, such as grammar and
vocabulary, function languages, such as speech acts and skill languages that vary in different
areas of expertise. ESP lecturers can also use the language skills as an organizing principle in
the ESP syllabus. For example, students should be able to understand some lecture materials
written in English, lecturers should then focus on ESP courses in reading skills such as
helping students to understand key and specific ideas, the English term of the text. However,
lecturers must find an interesting way of teaching these skills so that students enjoy reading
learning. After choosing to organize the principle for the course, the ESP lecturer's job is to
sort the lessons in the syllabus and allow students to see the relevance of one unit to
another, which can make ESP learning more meaningful for the students.
3. Selecting and Developing Materials
The next thing done by the lecturers is the selection and development of teaching
materials to support successful English for Specific Purposes (ESP) applications. In addition
to finding available materials relevant to the student's specific area, it is also important to
consider the student's age and the level of proficiency when selecting and developing the
material. The level of proficiency clearly plays an important role in determining what and
how to teach. When students feel that the material is at their level, they will be motivated to
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learn. However, if ESP material is too high or too easy, students will tend to be frustrated or
boring in class. Moreover, the selected changes and activities related to the material must
also be appropriate for the student's age level. This consideration is important as students at
different age levels have different learning characteristics.
The material should be as authentic as possible to present the actual use of English
for Specific Purposes (ESP). Authentic material is also important for creating meaningful
learning; situations that help improve students' motivation to learn the language. Because of
the difficulty of obtaining authentic books, ESP Lecturers in Indonesia usually access
authentic material through the Internet. In addition, authentic materials available often
require modifications because they contain the use of complex language or the content is
too difficult to understand, especially for low-level language learners. Therefore, must adapt
the material. Another factor that is also important for the development of materials is the
use of various materials and class activities. However, it requires a lot of funds.
4. Reading English Publications
Students are expected to read many journals to help them understand certain English
terminology related to their discipline field. ESP teachers also expect students to be able to
read journals and books in English. This is important because most up-to-date information
that is distributed internationally in journals is written in English. Reading journals is useful
for students and academics to use these resources to improve their knowledge.
5. International Collaboration
. Having faculty and students involved in overseas programs gives them a number of
benefits. However, they must be done carefully so that the participants are well prepared for
the experience - this is a key role for current and future teachers and something that should
be included in the ESP program. In fact, some teachers describe not only how they feel it is
necessary to equip students with the type of English needed for their participation in the
program but also how they can use student experience and motivation as a trigger to
encourage increased participation in their English classes.
Reference
Poedjiastutie, D., & Oliver, R. (2017). English Learning Needs Of ESP Learners: Exploring
Stakeholder Perceptions at an Indonesian University. TEFLIN Journal, 28( 1), 7-9.
Yoestara, M. (2017). Looking Into the Process of Teaching and Learning English For Specific
Purposes (ESP) At The University Level In Indonesia: Problems And Solutions. Jurnal
Serambi Ilmu, 28(1), 19-23.
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8.4 THE CHALLENGES AND SOLUTION OF ESP TEACHING
Eka Fitrianingrum, 23030-15-0160
Despite the long tradition of ESP teaching not only in Indonesia, but more generally, a
number of methodological issues remain. These issues center on: difficulties associated with
ESP pedagogy, especially but not only related to communicative language teaching (Eslami-
Rasekh & Valizadeh 2004: Gao, 2007; Yu & Xiao, 2013) and, in relation to teachers lack of
knowledge and skills (Early, 1981; Ghafournia & Sabet, 2014: Northcott & Brown, 2006). With
regard to teaching practice, it is especially difficult for learners when language teachers (be
they EFL or ESL) continue to teach aspects of the language (e.g., vocabulary and grammar) in
discrete ways, but then expect students to be able to combine them independently in order
to develop communicative competence. Not only does it make the task of synthesizing this
knowledge and skill difficult for the learners, this pedagogical approach, also ignores the
learners academic and personal interests (Gao, 2007). As a result the students may become
less motivated and struggle with communicating in English.
Another difficulty with ESP methodology centers on the contextual constraints of the
location in which it is taught. Holliday (1994) observes that although many EFL teachers
understand the need to use communicative methodology, they find it problematic to do so
in their particular contexts. This is because English is though as part of the wider (often
national) curriculum and the teaching of English is constrained by educational and
institutional factors such as national testing and the imposition of top-down curriculum,
time availability, budgeting, facilities, and teachers‘ qualifications. Wati (2011), for example,
describes how many teachers in Asian countries face serious challenges trying to implement
communicative English teaching approach. Eslami Rasekh and Valizadeh (2004) in their study
in Iran found that although students did show an interest in communicative activities,
grammar translation predominates because Iran has a fairly traditional, forms-focused L2
education (Long, 1996).
They also found that the appetite for change amongst some teachers in this country is
minimal. This is not surprising as graduates who are products of forms-focused teaching are
likely to repeat similar traditional teaching methods in their own practices, that is, teaching
the way they were taught. Such approaches may not, however, address the current and
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future needs of the learners. NA offers a way forward to overcoming such contextual
constraints.
As it has been described, a number of NA studies have been undertaken, especially

those related to the needs of various workplaces (e.g., Afzali & Fakharzadeh, 2009; Markes,
2006; Cameron, 1998), however, few studies have examined language needs pertaining to
ESP, especially in Indonesia.
To solve the problems arising from the packed ESP course in this study, a procedural
framework was developed by the teacher researcher based on the concepts related to Action
Research. Action Research is a self-reflective, critical and systematic approach to explore a
teacher‘s own teaching context (Burns 2010). In this kind of research, a problematic situation
which is worth investigating is identified and certain actions are taken to ―intervene in a
deliberate way in the problematic situation in order to bring about changes, and even better,
improvements in practice‖ (Burns 2010:2).
Kemmis and Mc Targgrat (1988:14) list the procedure of action research as; to reflect
on action, plan, act, observe and revise the plan. Bailey (2001) summarizes the procedure as
―systematic, iterative cycles of planning, acting, observing and reflection‖, which are the basic
steps to follow in carrying out action research. Cohen and Manion (1994) on the other hand,
elaborate the procedure to meet more needs. They (1994:198-199) suggest that when a
problem is diagnosed in a specific context, an attempt should be made to solve the problem
within that context. They list 8 stages and 8 steps that may be followed when carrying out
action research:
Stage one - Identification, evaluation and formulation of the problem
Stage two - Preliminary discussion and negotiations among the interested parties
Stage three – A review of the research literature
Stage four – A modification or redefinition of the initial statement of the problem at

stage One
Stage five – Selection of research procedures
Stage six – The choice of the evaluation procedures to be used
Stage seven – implementation of the project
Stage eight – overall evaluation of the project
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Stage 1 : Identifying the problems encountered in the packed ESP course in this study
Firstly, there was insufficient time to cover all the 7 course intended learning utcomes
thoroughly over a period of 13 weeks. Time become a problem when both the student
centred OBTL approach and the genre approach had to be used to teach resulting in more
time spent by the students when carrying out various kinds of activities.
Secondly, as revealed in the student assignments, students were sometimes confused

about the genres taught in the course. Because the students were given so many different
unrelated genres to handle in such a short span of time.
Stage 2 & 3: Deciding on and implementing the solutions to the problems
Three solutions to these problems were tired out in this study, namely, (1) gradually
moving from the discovery approach based on samples to the provision of guidelines and
examples, (2) contextualization, and (3) setting some assignments which went from
individual work to group work. Under each solution described below, the inspirations drawn
from the literature, the method of implementation and the expected benefits for the
students as perceived by the teacher-researcher were reported.
Stage 4 : Evaluating the solutions through students feedback on the implemented

solutions
That the collaboration process makes the task more manageable and focused and creates
better student learning.
Stage 5 : Improving the solutions based on the student feedback
The student also felt like the teacher-researcher that it was very time consuming using
Method 1 to teach. They also shared Kay and Dudley-Evans (1998)‘s concern about the lack
of creativity resulting from using the genre-based lack of guidance through samples. This
suggest that in fact the students did not find Method 2 problematic.
How Successful the Implemented Solutions Were
In this course, the implemented solutions were well received by the students and
proved practicable by the teacher-researcher when teaching such a packed of ESP course.
The fact that the majority of students liked to learn through these method in this
course and when the course was taught again in the next round indicated that the
implemented solutions were successful.
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Some students qualitative feedback was in line with what was said in the literature and
what the researcher expected as benefits for the students. This partly suggests that these
students supported some of the rationale behind the design of the solutions and partly
suggests that the solutions which were and worked out as a result of following the
procedural framework proved to be appropriate in solving the problems encountered in this
packed ESP course.
The students also raised some additional benefits from the three solutions which could
further help confirm the usefulness of the three methods. An example can be seen from the
students perception on the benefits of solution one, that is, a gradual progression from
teaching method
1. To teaching method
2. As perceived by the teacher-researcher
Such as arrangement of teaching methods had long term underlying effects on the
students learning. Method 1 could ensure students accurate use of the format and language
expressions related to documents that were heavily loaded with contentions and also equip
students with the genre analysis skills which could help their writing in future. Method 2
helped the students to develop their creativity and do contextual analysis of different types
of writing. A more immediate benefit was that using a combination of these two methods
helped to solve the time problem.
Though the students did not explicitly state the above-mentioned long term underling
benefits of method 1 and method 2 as perceived by the teacher-researcher, they reported on
the effectiveness of such an arrangement of teaching methods from a here and now
perspective. The here and now perspective was that the method helped convey easy
understanding and it was interesting. It is natural that they would not think about the long
term effects at this stage because they were only in the first year of their studies at
university. However, they‘re here and now perspective was helpful because it added another
dimension to the effectiveness of the approach.
References
Ho, Belinda, (2013). Solving the Problems and Teaching a Packed English for Specific
Purpose. NewHorozons in Education. Vol.59, No.1, May 2011.
Oliver, Rhonda, (2017). English Learning Needs of ESP Learners: Eksploring Stakeholder
Perceptions at an Indonesian University. TEFLIN journal. Vol.28. No.1, January 2017.
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8.5 THE CHALLENGE AND SOLUTION OF ESP
Nailul Muna/ nailulmuna165@gmail.com
ESP teaching at schools and universities in Indonesia is somewhat problematic. This

topic is urgent to discuss because ESP is a subject for vocational schools in the national
curriculum 2013, and it becomes obligatory subject, it may vary with different names, for
almost all study programs at university. This situation is believed as an effect of requirement
that professionals in many fields such as, technology, finance, trade, science, education, etc.
all over the world should master a specific skill in English if they want to be more successful
in their careers. Introduction Some experts define ESP differently, some of them identity ESP
as the teaching of English used in academic studies or the teaching of English for vocational
or professional purposes (Anthony, 1997, p. 1). The term ―specific‖ in ESP refers to the
specification of the goal and objectives, not to certain English jargon or register (Dudley-
Evans and St John 1998, Hyland 2006, and Harding 2007). Furthermore, the concepts of
specific in ESP can be understood from its classification, such as English for Hotel Staff,
English for Engineer, English for Medical Students, etc. Teaching ESP has its own problem, it
can be derived from teacher, student, resource even stakeholder, it is better to consider
them as challenge to find out and apply the solutions. Some Challenges of ESP both at
vocational schools and universities in Indonesia
1. Students’ Learning Motivation
Most of students lack to learn English mainly happens because they come to school or
university not for learning English but for the subject matter. Teachers may face difficulties in
ESP teaching because English was not students‘ main intention to study. Teachers may have
done some best efforts but the results appear to be still negative, even teachers initiate to
discuss it with stakeholder but their voice is never heard by the decision makers.
2. ESP Course Designs
Theoretically, the subject should be an ESP subject, but in reality it is an EGP (English
for General Purposes). The national English curriculum is not developed by ESP specialists, at
universities ESP course design is made individually by the lecturers who may not fully
understand ESP, moreover it has never been in touch of ESP specialists or stakeholders to be
evaluated. The absence of needs analysis as the basis for developing the ESP courses is also
the problem because it is the most important characteristics of ESP to determine what
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specific English skill the students need to develop but ESP national curriculum designers do
not have serious intention to conduct needs analysis. There are also mismatch between
reality and expectations. It was expected that the graduates could communicate with the
native speakers or at least using English in their field. In fact, it is so unpleasant about was
concerning the quality of students in terms of their English proficiency background. The
objective set by the institution was too ambitious or it could be that the students were
recruited without taking into account their English proficiency background. In addition, it is a
reality that the students who take ESP courses have various background of English language
proficiencies, but they are grouped without considering it. Teaching ESP to such students is
inappropriate since ESP is believed only to students whose English mastery is homogeneous
and the students are in intermediate level.
3. ESP Teachers
There is no specific institution or universities that are officially responsible to produces

ESP teachers. Secondly, there are inadequate ESP teacher development programs, the
teachers‘ opportunities to get training or workshop are very rare, most ESP teachers hope to
go abroad to study or attend training or workshops on ESP organized by foreign aid
agencies, not many of them initiate the possibility of autonomous learning or learning from
their own colleagues, whereas they can organize in-service development in the form of class
observations, seminars, workshops or even informal talks to share and exchange ideas.
There might be some ESP teachers who have obtained a firm grounding in ESP
teaching through graduate training abroad, but after returning home, such those qualified
teachers are often assigned to teach the high-level and challenging academic content
courses. This may give them more prestige, but limit their opportunities for training their
younger and less experienced colleagues to develop their professional skills, whereas there
are still many less experienced and junior ESP teachers need for help. Thirdly, ESP teachers
are responsible for over-loaded teaching hours and numbers of students. The heavy
workload of many ESP teachers is a challenge to the improvement of ESP teaching quality.
Almost all ESP classes are big class consisting of more than 30 students. This situation is
often seen as normal, but actually it is a serious problem in a language teaching processes.
4. ESP Objectives and Course Materials
It makes sense to find out that the goals and objectives of ESP courses at Indonesian
universities were not really sound ESP courses (Kusni, 2004 & 2006). There are some
examples of deviations from the nature of ESP course objectives that happen in Indonesian
184
universities, for instance, English for Economics at a university, aims at developing students‘
mastery of English grammar. English for Biology aims at developing the four English skills
(speaking, listening, reading, and writing) in which the ESP course is only one semester (2
credit-hours) along the four-year study time for the students. In the side of ESP course
materials, since the early age of ESP, there have been some ESP teaching materials published
and widely used, even currently it is available online but, there are the problems related to
the lack of findings of needs analysis which capture the materials.
5. Issues of ESP Assessments
The common principles of ESP assessment is that the assessment should contain tasks
that mirror the students' target language use situation, so the ESP assessment in Indonesia
should be based on the analysis of learners‘ target language use situations, unfortunately
the analysis has not been systematically and seriously done in Indonesian ESP yet.
6. Lack of Quality Resources
The fact that the institution has not had good quality resources for facilitating teachers
and students in teaching and learning process. Although there are some facilities such as
internet connection, language laboratory and library, their condition was not adequate to
accommodate effective ESP teaching and learning. Solution these are, of course, not the only
issues, but just some major ones. Various factors have a significant influence on the quality
of ESP teaching. These factors require serious attention from the stakeholders, school
administrators and teachers. Teachers, should also, in addition to their subject matter
teaching, help improve students‘ motivation to learn. ESP learning will not be effective if
students are not motivated to learn. To find out what the actual factors are, observation
needs to be carried out. Efforts in this case can also mean ongoing action where the teacher
keeps motivating their students on many occasions.
At the same time, teachers should do self-reflection about their teaching. The
mismatch between reality (students‘ English proficiency background) and expectations
(curriculum) also needs fixing. Alternative solution could be with placement test. Then
students can to be grouped according to their ability. Students with poor English
competency are put within one class and taught materials that suit their English needs, and
students whose English is good are also put within one class and taught English according to
their level. There may some alterative solution, but keep in mind that whatever the solutions
are the students should not be sacrificed for the sake of the institution‘s prestige. Thus, to
185
prevent such from happening, all the solutions offered should be discussed with all parties
concerned, including students‘ representatives if necessary.
On the other hand, the curriculum formulated by the institution requires the students‘
completion to be proficient in English both for general and specific use. In this sense too, the
curriculum cannot be deemed wrong because it is not possible for it to be made too simple
like an elementary school curriculum. The alternative solution could be with the assignment
of different expectations or standards for students. For this purpose, students need to be
grouped according to their ability. The institution may need to adjust their teaching and
learning system to accommodate this learning solution.
Regarding to the workload, the problem is not only experienced by the ESP teacher of
this vocational university alone, but also by many other teachers throughout the world
regardless of the subject they teach (see Currie et al., 2002; Dixon et al., 2007). Easthope and
Easthope (2000) warn that a heavy workload is a serious threat to teachers‘ professionalism.
It has been outlined in the policy that teachers should not teach more than 12 hours a week.
It is also important to be noted is that ESP teaching and learning will not be effective if
teachers are assigned a heavy workload and also do not have the support of quality learning
resources. Both factors are crucial and need to be seriously considered by the school
administrators. For resources, printed and online journals and book should be made
available for teachers and learners.
As with the internet facilities, the library too needs to be managed professionally.
Another resource, the language lab, should also be well taken care of so that it can be
effectively used for teaching and learning of ESP courses. Conclusion English continues to
dominate as the lingua franca of technology, business, research, media, and education, etc.
then the demand for ESP is growing rapidly. In response to the great demand for English, the
Indonesian government supports more educational institutions such as vocational schools
and universities to offer ESP courses to meet students‘ future career needs or to meet the
global trend as well. Some necessary preparation needs to be made before implementing
ESP instruction, such as conducting needs analysis to identify students‘ needs and
expectations, teacher qualification, learner proficiency, materials, etc.
The current problems and issues of ESP in Indonesia can be solved by deeply
understanding of ESP theories, research finding, and practices in order to change the current
belief of stakeholders and the decision makers. In term of ESP teachers‘ professionalism,
according to Crandell (1998) and Brown (2001), professional development activities can
range from formal education to personal development by reading academic journals or
186
books, attending conferences, or collaborating with other teachers in professional activities,

Government can provide fully funded training with ESP expert. The other solution is to
propose, at least, one university in Indonesia which regulates an ESP study program as a
special offer for educating ESP teachers and specialists.
REFERENCE
Marwan, Ardi. ESP Teaching Challenges In An Indonesian Vocational Higher Institution.

The English Teacher Vol. XXXVIII: 1 – 12
Dr. Kusni, M.Pd.(2013). Reformulating English For Specific Purposes (Esp) In Indonesia:
Current Issues And Future Prospects. SELT 2013 Proceeding
8.6 THE CHALLENGE AND THE SOLUTION ESP IN VOCATIONAL HIGH SCHOOLS
(Lia Kusuma Wardani/ 23030-15-0170)
The aim of this study is to know the challenges faced by English teachers in their
English Language Teaching in state vocational high schools in Salatiga and what is the
solution of that. In the development of ESP to the present day, there has been a discussion
on whether specific situations where language is used can generate situational or subject-
specific language. The consensus has been that while the situations do not give rise to
separate special languages as such, there is a restriction of language choice and a certain
amount of specialist lexis. The acquisition of this restricted, specialized language, first of all
by teachers in order to teach it, and its sub sequent transversals to the learners, has created
a learning dynamic very different from that of mainstream ELT.
Thus, most definitions of ESP are concerned with either language or the teaching of
that language. Munby gives an early definition of ESP in 1978, which runs as follows, ―ESP
courses are those where the syllabus and materials are determined in all essentials by the
prior analysis of the communication needs of the learner‖ . Robinson gives another
definition in her book, in which she defines ESP course as ―purposeful and…aimed at the
successful performance of occupational or educational goals. They are based on a rigorous
needs analysis of students, and needs should be, tailor-made…‖.. Kennedy Bolitho sums up
by saying ―In short, ESP has as its basis in an investigation of the purposes of the learner and
the set of communicative needs arising from those needs.‖ In these definitions, learners‘
needs are paid special attention, which distinguishes ESP from general English (GE).
187
The learning process of vocational high school students is particularly purposed at

preparing the graduates to gain supporting skills of any careers and ability of self-
improvement in order to adapt with science and technology evolution. In response, the
training and education program in vocational high school are divided into three groups,
there are Kelompok Mata Pelajaran Wajib A, Kelompok Pelajaran Wajib B, and Kelompok
Mata Peminatan (Kejuruan). In this case, English subject in vocational high school, which is
included into Kelompok Pelajaran Wajib A, taught for 36 hours per semester for X grades, XI
and XII grades.
Each season runs for 45 minutes. However, in 2013 Curriculum English subject for
SMA/MA and SMK/MAK has equal contents which consist of content of curriculum (KI/KD)
and content of subject (mata pelajaran) (Kemendikbud, 2012, p. 15). Teaching English at
vocational high school is a process in education world that prepares trainees for jobs that
are based on manual or practical activities, traditionally non-academic, and totally related to
a specific occupation or vocation. The ultimate aim of teaching English at the vocational high
school is to prepare students to master the English language skills and knowledge base
which will support the achievement of competencies and skills to implement the program
expertise and skills mastery of English language skills in oral and written communication at
an advanced level (Kemendikbud, 2013, p. 9).
Yuana and Kurniasih (2013) suggest that in an educational setting, a learners‘ needs
analysis supports students categorize where they are in terms of their knowledge, skills and
competences, versus where they wish to be and their learning goals. By knowing exactly
what they learn in school will be benefit for their future, therefore, it could motivate them to
learn English better because they have their purpose of learning. Moreover, English in
vocational high school need more attention in 2013 Curriculum in all aspects such as the
allocation time of teaching, language focus competence, and other language aspects. In
other words, English subject between at senior high school and vocational high school
should be diverse based on the student‘s need to learn English.
In recent years, vocational school teachers are confronted with a lot of problems,
such as students‘ poor English proficiency, their low interest and motivation in learning and
passive performance in class. Worst of all, most of students haven‘t even had autonomous
learning ability and rely too much on teachers, thus it is teachers who do most of the work,
explaining everything and talking for over 90% of the class time, therefore teachers often
feel it very difficult comparing the traditional classroom teaching models.
188
Firstly, computer technology and internet make it possible to expose language

learners to natural, authentic and fresh language materials from visual materials to aural
materials such as e-journals, e-magazines, live radio and TV, video clips, of different fields
and all branch of science, which promises the improvement of language learners‘ skills as
well as knowledge.
Secondly, this new technology may help to provide language learners ―real
situations‖ environment for more meaningful language use, which is more beneficial for
language learners.
Thirdly, it challenges the traditional ―teacher-centered teaching model‖ and

motivates autonomous learning, opening space for different pace and needs--- a reaction to
"Individual Differences" theory.
What‘s more, it creates on-line interaction among learners. Synchronous or ―real-

time‖ communication can be accomplished either by using special software programs for
local area networks or via the Internet, using a variety of media. One of them.is Computer-
assisted discussion seems to be a good vehicle to help students to push their language to
greater levels of complexity. This list seems to be able to go on and on, and net-based
teaching has become a direction for high education.
Computer-assisted language learning (CALL) has been a buzz-word in language

education for the past few decades. Defined as ―the search for and study of applications of
the computers in language teaching and learning" by Michael Levy in 1997 [4], CALL has
undergone great developments and prosperity in some other countries since 1950s; while it
is not until late 1980s that CALL finds its place in Chinese education. And it has experienced
rapid development in our country with unprecedented speed ever since, which develops
with the advancing of teaching theory and technology. Net –based CALL, is the latest stage
of CALL development. It starts from the launching of the World Wide Web in 1992.
With internet reaching the general public, its various functions and enormous
materials are utilized to construct meaningful learning environment and support learning
activities in language learning and teaching. This is what we mean by net-based CALL, which
is practiced and generalized in every institution of higher education in China, and is
expected to solve all kinds of problems existing in English teaching and learning. In CALL we
can used many applications and tools to support our ELT. The applications and the tools are
very interesting and it can be make the vocational high school improve their ability. The
teachers also can be creating the new materials that include written, oral, and visual media;
189
they also design and program interactive learning environments. Along with the further
development of CALL, its great significance has been put forward theoretically above
theories.
First, plan activities that require learners to construct meaning from the information
presented. Second, design activities that allow students to communicate with others. Third,
monitor students‘ interactions and provide students with guidance in order to obtain an
appropriate depth to learning. Finally, provide students with opportunities to engage in
authentic problem-solving activities.
But there are some things to note, and to understanding of student's.
1. Students should have clear learning goals when they are online because learning objective
is the starting point of a learning program. Only when students have definite and clear
learning aims in their mind, can they resist the temptations such as computer games, music
and video clips. The teachers should give their students specific assignments, such as writing
an E-mail to their key pals, designing a project, getting certain statistics and data about a
research on their area of study, discussing a topic with their partners etc.
2. Students should have effective online learning methods. On the one hand, in online
learned learning, students are expected to be more self-directed in contrast to traditional
teacher-dominated class. They are not passive recipients of information any more but active
information workers and program participants, which means that students can access
appropriates authentic information, participate in communicative activities, draw conclusions
and solve problems by themselves.
3. Teachers should develop their technological skills and online learning skills. As Clifford
Ray says, ―Technology will not replace teachers.… Teachers who use technology will probably
replace teachers who do not.‖ (Hu Long)
The purposes are the teachers are required to master not only the basic media tools, such as
slide projector, but also the comprehensive media, the network, which consists of computer
skills and communicative skills and teachers must also know how and when to effectively
integrate technology into curriculum.
REFERENCES
Journal Teaching ESP in Vocational Colleges in Net-Based Environment LIU Mei-yan, LIU
Chang English Department of Northwest Polytechnical University, Xian, China.
190
Journal ENGLISH LANGUAGE TEACHING CHALLENGES IN STATE VOCATIONAL HIGH

SCHOOLS IN SURABAYA ,Devina Nur Esthiningkrida English Education, Languages and Arts
Faculty, The State University of Surabaya
CHAPTER IX: EXAMPLES OF ESP SYLLABUS AND LESSON PLANS (RPP)
9.1 ENGLISH FOR TAXI DRIVERS SYLLABUS AND LESSON PLANS
(Yuni Lestari/23030150186)
A. Syllabus of English For Taxi Driver

ESP stands for English for spesific purposes and is a vocational program offering
a wide variety of courses in many different fields, particularly business English. The
courses, due to their high demand, to improve the speaking and listening skill for
business matters is a key aspect of the ESP courses.
The development of ESP in many fields, such as ESP for taxi driver. It was created
because the high demand of taxi drivers to master english due to progress of
tourism. As an international language, English used as a tool of communication
between the tourist and taxi driver.
English which is used in ESP for taxi driver is addopted from the general english
then it is applied in ESP foe taxi driver. The material is explain bellow.
1. Greetings & Goodbyes
A large part of a taxi cab drivers‘ training should include proper ways of
greeting people who enter the cab. Especially for beginning-level students, spend
time reviewing the polite ways of saying hello and ways to address men and
women. Include formal terms such as sir, ma‘am, miss, and ways to say thank you
and good bye when passengers exit the cab. In class, take turns greeting one
another as though they were passengers in the cab to make students feel
comfortable with these greetings.
2. Numbers
One of the most fundamental skills to teach students who are taxi drivers is
numbers. Taxi drivers will need numbers to understand addresses, fees, make
change, and communicate with the passengers. Try these activities for working
with numbers.
191
To practice reading addresses, teach students the different ways to say

address number. For example 254 Main St. could be pronounced ―two-five-four‖
or ―two fifty-four‖ or ―two hundred fifty-four.‖ For an engaging activity, create
bingo boards using an online bingo board generator with a variety of 2, 3, and 4
digit numbers. Call out numbers using various pronunciations as listed above to
practice students‘ listening skills. Then, rotate and let one of the students be the
caller to practice producing numbers. Another engaging activity is to pair
students together and have one student at the board. Write a variety of numbers
all over the board; make some of them years, some prices, some addresses etc...
Have the other student from the pair standing near you a few feet away. Have a
basket of slips of paper with the numbers from the board written on each
individual piece. Let the student standing near you draw one out and have him or
her call out the number to the student at the board. The pair to correctly circle
the most numbers in 30 seconds wins!
Another important task for taxi drivers to learn is handling money in English.
Practicing numbers as stated above will be helpful practice in addition to
explaining the denominations of money in English. Practice exchanging fake
money with each other to practice numbers with money.
3. Recommendations for Tourists
Many people often ask taxi drivers to give recommendations for good local
places to eat or must-see historical sites. Ask your students to think of some of
these places in their area and how the best way would be to describe them. If you
have a class of students from the same location, have them practice describing a
favorite local place to another student and have their partner guess which place
they‘re describing. If your students don‘t know the same areas, take turns
describing famous places known throughout the world .
4. Small Talk
Tourists like to feel comfortable and many will want to make small talk with
the taxi driver. Students should be prepared to have topics of conversation on
hand to discuss with their passengers. A good way to practice this is to pair
students up for a few minutes at the beginning or end of each class and let them
discuss a ―conversation starter‖ together for 5-10 minutes. Good topics to explore
with them are culture, local history, family life, and sports. Encourage students to
have a few topics that they feel very comfortable talking about already prepared
in their mind so that they will feel confident with the vocabulary and their fluency
will come more easily.
192
5. Giving Directions
Once tourists leave a cab, they will often ask for directions for how to get to
their next destination. A taxi driver will need to know how to give effective
directions. If you teach in a safe neighborhood with many places to see in a close
distance, send students out with a piece of paper and have them find a local
restaurant, shop, or site of their choice; it should be about 3 minutes away from
the school. When they get to the destination, they should copy down the
directions to get from the school to their destination, making sure to note down
helpful landmarks. When all of the students return, have them pair up and
verbally give each other the directions. Then, send the students out to evaluate
how good the directions were. If you think students may get lost, keep them in
pairs the entire time.
6. The example of functional phrases
a. Understanding the Passenger
 Please speak more slowly.
 Do you know the address of the restaurant?
 Sorry, I do not understand.
 Would you mind repeating that please?
b. Traffic conditions
 There is a traffic jam.
 Traffic is horrible right now; you may want to walk the next two blocks.
 I think we are stuck because of the pileup on the freeway
 I will have to take 5th street to avoid the traffic.
c. Fare and fees
 The fare is 15 dollars.
 Thank you for the tip.
 Do you have smaller bills?
 If you want me to go on the toll road, you will need to pay the fee.
 I do not have any change for a hundred.
d. Goodbyes
 Watch your step when you get out.

 Do not forget your bags.
 It has been nice talking to you.
 I hope you enjoy your stay.
193
 If you need a taxi, feel free to call me anytime. Here is my number.

 Watch out for cars when you get out.
e. No service
 I am sorry, that is out of my service area, but I do know taxis that
cango there.
 If I go all the way out there, the price would double since I wouldcome
back empty.
 Sorry, I am not registered to go to the airport.
 My car needs some servicing, sorry.
 I can call another cab company for you if you would like.
B. Lesson plans of English for Taxi Driver
1. Goals of the program
a. Improve the speaking and listening skills to fulfill the requirement of taxis
driver‘s communication with foreign visitors.
b. Carry on face-to-face and phone conversations on work related topics,
such as describe the famous food and places.
c. Develop cultural sensivity and enable to use a variety of strategies for
contact with those from other cultures.
2. Tools and Material
a. There is one textbook select for this course and all kinds of different
teaching material fulfill the specific needs of learners.
b. Teachers often supplement not only handout but also with authentic
material such as worksheet, magazine, videos, tool used on the website
and CD's.
3. Time table
meeting Topic Time allocation
1–2 Greeting 2 x 90 minutes
3–4 Dealing with numbers (address, date, 2 x 90 minutes

time)
5–6 Handling money 2 x 90 minutes
7–8 Describing local/public places 2 x 90 minutes
9 – 10 Informing culture, local history 2 x 90 minutes
11 – 12 Giving direction 2 x 90 minutes
194
13 – 14 Giving advice & suggestion 2 x 90 minutes
15 – 16 Thanking & apologizing 2 x 90 minutes
4. Evaluation
a. Instructors will ask the participants to make a written conversation
between taxi driver and tourist.
b. The written conversation will presented in the class by role play method.
c. The instructor correcting and giving feedback.
References
1. Busy Teacher Mobile. (2014). Esp For Taxi Drivers, taken in 31 Mei 2018 from
https://busyteacher.org/16404-esp-for-taxi-drivers-4-strategies.html
2. Busy Teacher Mobile. (2014). What is essential for taxi driver‘s instruction? Taken
in 31 Mei 2018 from http://m.busyteacher.org/16404-esp-for-taxi-drivers-
4strategies.html
9.2 SYLLABUS AND COURSE PLAN OF ENGLISH FOR HOTEL STAFF
(Rizaldi Darmawan /23030-15-0177)
As English continues to dominate in business, technology, media, education,

medicine, and research, the demand for English for specific purposes (ESP) is rapidly
growing to fulfill people with an instrumental purpose (Tsao, 2008; Xu, 2008). ESP has
been implemented since the early 1960s. ESP courses are offered to students for meeting
their specific needs, responding to the significant demand for English in academic and
vocational contexts (Chang, 2009; Tsao, 2011).
According to the Taiwan Tourism Bureau under the Ministry of Transportation
and Communications, 9,583,873 tourists visited Taiwan in 2011, with a growth rate of
1.79%. The tourism and hospitality industries have grown significantly through
international competition; English proficiency has become essential and a benchmark in
the globalization era to hospitality professionals (Chang & Hsu, 2010; Chen, Chiu, & Lin,
2011). In Taiwan, ESP has become a core study subject and cultivates competence within
the hospitality training program (Hsu, 2011).
195
The hospitality industry is one of the largest components of the global economy.
The rapid development of the hospitality industry can directly affect language needs.
Employees of the hotel industry have the same pressure to communicate efficiently with
English-speaking hotel clients (Kuppan, 2008). This in-depth study should fulfill students‘
needs and involvement in the hospitality industry. The purpose of this study is to
examine the English efficiency of schoolteachers and hotel supervisors on ESP
competence, and the learning styles of tourism and hospitality college students, and
hotel employees. This study involves hospitality college students and hotel employees,
and relies on data gathered from 3 different sets of questionnaires.
A. Course Plan
This course provides students with material about speaking for housekeeping.
The material consists of introduction, pronunciation practice and conversation. The
introduction is about self-introduction, greeting and hotel-introduction.
Pronunciation practice is about practicing how the words are pronounced. It consists
of knowledge about vowels, how to produce sounds, and etc. The conversation
section helps students about how to start a conversation in English, how to ask and
give information, offering services, and etc. In introducing section, students will have
a short presentation in front of the class and describe themselves and the hotel with
its services. In the pronunciation class students will practice a simple dialog with a
good pronunciation with peers. In the conversation class, students will have more
activities in making a dialog, and practice it in front of the class. The other activities
will be a mini-drama about taking order in housekeeping area.
B. Syllabus
:
Meeting Topic Skills Vocab Language Function
1 Self-introduction and Speaking Good morning Expression of
Greetings Good afternoon greetings
My name is…..
Welcome to…..
2 Introducing Hotel Speaking Our hotel has… Expression of

and describing Our hotel is located greetings
hotel‘s features in……
Our facilities are…
196
3 Expressions of Speaking Thank you Expression of thanking

thanking and Thanks a bunch and gratitude
gratitude I‘m grateful for…
4 Expressions of Speaking May I clean your Expression of offering

offering room?
Do you need extra
towel?
5 Expressions of asking Speaking Excuse me Expression of asking
for permission May I clean this for permission
room?
May I open the
window, please?
6 Handling complain Speaking We are so sorry… Expression of
and Expressions of We apology…. apologizing
Apologizing May I give you extra
towel?
7 Giving Direction Speaking Go straight
Turn left
Turn right
8 Telephoning Speaking Hello, housekeeping
and this is arianto how
listening may I help you?
9 Conversation Practice Speaking
(dialogue) and
listening
10 Conversation Practice Speaking
(mini drama) and
listening
11 Final Test
C. Lesson Plan
Meeting Name: English for Specific Purposes – Introduction and Greetings
197
Meeting : 1st
Topic : Introduction and Greetings
Objectives : Participants able to
Time Allocation : 90 Minutes
Teaching Activities Material Equipment Time

Part Allocation
Pre Teacher greets and checks the 3‖
Teaching attendant list
(10”) Teacher gives today‘s objectives - - 3‖
Teacher explains today‘s activities 4‖
Whilst Teacher explains the expression of Handout of Power point 15‖

Teaching introduction and how to respond it. introduction + LCD,
(70”) and greetings handout
Teacher explains the expression of
greetings. 15‖
Teacher asks students to fill the

exercise. Students fill the blank space
of the exercise. After that, teacher 15‖
points out students to read the
students‘ answer and give correct
answer.
Teacher asks students to make

dialogue about greetings and 25
introduction in pairs. After that
teacher asks students to practice in
front of the class.
Post Teacher review today‘s material - - 7‖
teaching
Closing 3‖
(10”)
198
D. Reasons to learning English for Hotel Staff
According to Face the Facts, the hospitality industry got almost 300,000 new jobs in
2011, just in the United States. ―Hospitality‖ refers to a larger industry that includes food
service and accommodation (hotels).
a. The hotel industry is growing all over the world. More and more job seekers are
turning to hotels and tourism. That‘s because there are plenty of jobs and the pay is
often great. Plus, hotels are great places to work!
b. In the hotel industry, you get to work with fantastic people. Hotel staff are
chosen for their energetic and pleasant personalities. Also, you can meet people from
all over the world!
c. There is also lots of room to grow. You can turn working in a hotel into a career
where you can manage people and projects. That probably sounds better than
working 9-5 in the same chair for the rest of your life!
d. Best of all, the hotel industry will always be around. No matter what‘s going on
with other industries, people will always need hotels. People will always need places
to rest when they‘re not home.
Of course, focusing on hotel English shouldn‘t keep you from learning regular English. It may
even give you more confidence.
In fact, working in a hotel will require you to use all kinds of English: You may end up
chatting with a visitor about where they‘re from. You may talk to co-workers during breaks.
You may have to tell people about the area or the weather around the hotel. Having better
all-around English will improve your job prospects in the hotel industry. So keep learning
everything you can!
REFERENCE :
Burdová, Veronika, 2007, English for Specific Purposes (Tourist Management and Hotel
Industry) (Bachelor work).
Hui Lin-Chia, 2013, English for Specific Purposes (ESP) for Hospitality College Students and
Hotel Employees in Taiwan.
YULIYA, GEIKHMAN, Why Learning English for the Hotel Industry Is a Great Idea, and How to
Start https://www.fluentu.com/blog/english/english-for-hotel-industry/
Pratama, Bobby TESP English Syllabus And Lesson Plan For Hotel Staff
https://drive.google.com/drive/folders/0ByHE5xfIkJbkczlpSGx4RW90MjQ
199

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ENGLISH FOR SPECIFIC PURPOSES:

EDITOR: Faizal Risdianto, S.S,M.Hum

STATE INSTITUTE OF ISLAMIC STUDIES SALATIGA

Alhamdulillahirobbil A’lamiin. Thanks to Allah Subhanahu wa Ta’ala for His Guidance,

Solo, 20th June 2018

ACKNOWLEDGEMENTS .................................. .......................................... ii

1.1 GENERAL OVERVIEW OF ESP

1.2 THE WAYS OF ESP TEACHING BY CONSIDERING STUDENTS’ NEED

(ESP) is a subset of English as a second or foreign language. It usually refers to

More specific about the characteristic of the ESP

a) ESP design for the student needs

2.1 THE HISTORY AND DEVELOPMENT OF ESP

The History of ESP

The Development of ESP in Teaching Model

delivering the business presentation,attending customers, presenting facts and figures,

2.2 THE DEVELOPMENT PHASES OF ESP

CBI, another application, is designed to provide second-language learners instruction in

Phases in the Development of ESP

The criticisms against register analysis were:

The priorities, for this decade, mean:

5. Analysis of learning needs (a learning-centered approach)

2.3 THE HISTORICAL AND CURRENT OVERVIEW OF ESP IN INDIA

Developments of ESP in India

TITLE OF THE PROJECT YEAR ACTIVITIES CARRIED OUT

Dhanbad Technology (EST) programme tailored

Research of ESP in Indian Universities

English for Professional Purposes

The Prospects of ESP in India

3.1 LANGUAGE DESCRIPTION OF ENGLISH FOR SPECIFIC PURPOSES

English language is deemed significantly important in almost every area of discipline

3.2 GENRE OF ESP IN LINGUISTIC TRADITIONS

English for Specific Purposes (ESP) courses focus on developing English

English, most often to non-native speakers of English, in advanced academic and

In recognizing the complexity of communicative purpose and broadening the range

4.1 THEORIES OF LEARNING AND LANGUAGE LEARNING IN ESP

Learning is basic to human existence and fundamental to education. It is the base of

4.2 LEARNING METHOD OF SONGS BASED LEARNING

In the current era of globalization, we are not only required to be technologically

4.3. THE MOST EFFECTIVE LEARNING THEORY IN TEACHING ESP

Learning is an active process in which learners discover and construct new

1. Behaviorism: changes in what students do

Behaviorism is a perspective on learning that focuses on changes in individuals‘

2. Constructivism: changes in how students think

Behaviorist models of learning may be helpful in understanding and influencing what

3. Psychological constructivism: the independent investigator

The main idea of psychological constructivism is that a person learns by mentally

4.4 THE MOST APPROPRIATE LEARNING’S THEORY IN TEACHING ESP

1. Behaviorism: learning as habit formation

2. Mentalism: thinking as rule-governed activity

Cognitive code: learners as thinking beings

In behaviorist theory, the learners pretend to be a passive receiver of

4. Learning and Acquisition

b. It is the existing network that makes it possible to construct new connections. So

Multimedia is media that utilizes a combination of different content forms displayed

1. The basics of multimedia

11. Drawing Clean-up and Insert

appropriate or competent method we have to do ―needs analysis‟ for learners and

4.5 THINK TO LEARN – COGNITIVE LEARNING THEORY

2. Jean Piaget (Cognitive Developmental Theory)

3. Jerome Bruner (Discovery Learning Theory)

4. David Ausubel (Meaningful Learning Theory)

4.6 THE COGNITIVE APPROACH IN TEACHING READING ESP TEXTS

In this regard requirements in teaching a foreign language in higher educational