Needs Analysis on ESP
b. Even when suitable materials are available, it may not be possible to buy them because of currency or import restrictions.
c. ESP materials may also be written for non – educational reasons. There are some principles of designing materials for ESP course, as
proposed by Hutchinson and Waters 1987: 107 – 108: a. Materials provide a stimulus to learning. Good materials do not teach;
they encourage learners to learn. The characteristics of a good material are containing interesting texts, having enjoyable activities which
engage the learners’ thinking capacities, and give opportunities for learners to use their existing knowledge and skills.
b. Materials help to organize the teaching – learning process by providing a path through the complex mass of the language to be learnt. Good
materials should provide a clear and coherent unit structure which will guide teacher and learner through various activities in such a way as to
maximize the chances of learning. c. Materials embody a view of the nature of language and learning. In
writing a material, an author should be able to make a decision on what the language learning consists of. Materials should also reflect what the
author think and feel about the learning process. d. Materials reflect the nature of the learning task.
e. Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.
f. Materials provide models of correct and appropriate language use.
Related to the process of designing materials for ESP course, Hutchinson and Waters 1987: 108 – 109 proposes four elements of
material design model, those are: a. Input
This can be in the form of a text, dialogue, video – recording, diagram, or any piece of communication data. The input provides a
number of stimulus materials for activities, new language items, correct models of language use, a topic for communication,
opportunity for learners to use their information processing skills, and opportunity for learners to use their existing knowledge both of
the language and the subject matter. b. Content focus
Language is not an end in itself, but a means of conveying information and feelings about something. Non – linguistic content
should be exploited to generate meaningful communication in the classroom.
c. Language focus Good materials should involve both opportunities for analysis and
synthesis. In language focus, learners have the chance to take the language to pieces, study how it works and practice it back together
again.