4. Making communication product for television media.
This study includes the description of Vocational school since it is also important in the process of designing the listening materials. Description of
characteristics of vocational school will help the writer in selecting listening materials, activities and also learning techniques applied in the designed materials.
Description of English in vocational school is useful to help the writer in defining the purposes of the study. Moreover, the information of Visual Communication
Design Program will also help the writer to define the purposes of the study and the learning content, to choose materials and activities which relevant with
students’ program.
6. English for Specific Purposes ESP
According to Hutchinson and Waters 1994:19, ESP can be divided into two main types: English for Academic Purposes EAP and English for
Occupational Purposes EOP. Furthermore, ESP is one small branch of English Language Teaching ELT, which means that ESP is not specialized varieties of
English. Some characteristics of ESP are: a.
ESP is not a special form of the language and has not differences from other forms. There are some ‘typical’ aspects of particular context of use which
make the learner is more possible to meet the target situation Hutchinson and Waters, 1994:18.
b. Hutchinson and Waters 1994:18 states that ESP should be based on the
principles of effective and efficient learning. Although the content of learning
has many variations, the ESP learning process is not different from general English.
c. ESP is not particular kind of methodology or type of teaching material. Thus,
it must be seen as an approach not a product. ESP is an approach to language learning that is based on the leaner needs. Therefore, the foundation of all ESP
is a question on why learners need to learn foreign language Hutchinson and Waters, 1994:19.
From characteristics above, it can be said that ESP is an approach to language teaching which all features of content and methodology are determined
by learners’ reason for learning. In addition, Robinson proposes other characteristics of ESP courses, as
follows: a.
ESP is generally goal directed. It means that students learn English because they need it for their study or work purposes Robinson, 1991:2.
b. ESP course is based on the need analysis which pays attention to students’
needs and learning needs. Therefore, ESP course is usually carried out in specific time period with specific objectives to be achieved Robinson,
1991:3. c.
Generally, students of ESP course are adults rather than children. Moreover, the students are mostly have specific education or experienced members of the
workforce. It is usually assumed that ESP students are not the beginners but already studied general English for some years Robinson, 1991:3.
d. Students of ESP in a class are involved in the same kind of work or specialist
studies Robinson, 1991:4. In practice, ESP teacher is concerned with designing appropriate courses
for different learner groups. Hutchinson and Waters 1994:21 argue that since ESP learning is influenced by learners’ need, the course design for the learning
plays important part of the whole work. Furthermore, they point out that the course design is based on the fundamental questions which provide basis of
continuous process for designing the syllabus, materials, classroom teaching and evaluation Hutchinson and Waters, 1994:21. The fundamental questions are like:
why does the learner need to learn, who is going to involved in the process, where and when is the learning take place, what does learner need to learn, and how will
the learning be achieved Hutchinson and Waters, 1994:21-22. This study deals with designing English listening materials for students of
particular vocational program, which is Visual Communication Design program. The theory of ESP is included in this study since it is useful in the process of
designing listening materials. The foundation and characteristics of ESP will help the writer to determine the purposes of the study and also to select appropriate
syllabus, materials, activities, as well as the learning techniques.
7. Material Development
Material development becomes an essential characteristic aspect in ESP. In the teaching learning process, teacher expects types of materials that are
appropriate with the learners’ specific subject area. However, such materials are
difficult to obtain in public. Therefore, the teacher should design hisher own materials that are suitable for the learners’ needs Hutchinson and Waters, 1994:
106-107. Furthermore, Hutchinson and Waters suggest some techniques to develop
and to design ESP materials. The techniques would be elaborated below:
a. Defining Objectives
The first thing that should be done by teachers before designing materials is defining the objectives of the materials. Hutchinson and Waters 1994: 107-108
state some principles which can be used as guidelines to define objectives of the materials. First, the materials should encourage students to learning and help the
management of teaching learning process. Second, the materials should represent the nature of language and reveal the nature of the learning task. Third, the
materials should provide correct model and appropriate language use for the students.
b. Material Design Model
Hutchinson and Waters offer a model which help materials developers on developing learning materials. According to Hutchinson and Waters 1994: 108-
109, material design model consists of four components, there are input, content focus, language focus, and task. Input is any text, recording and other
communicative data which is based on the needs of the learners. Content focus refers to the language as means of conveying information about something.
Language focus is the involvement of opportunities for the learners to analyze and synthesize the language. While task is a work where the learners use the content
and the language knowledge they have learned. The four components are combined in the figure below.
Figure 2.3: Material Design Model from Hutchinson and Waters 1994: 109
Furthermore, the major focus of designing the unit is the task. The input plays part as a tool which guides the learners to where they are able to perform the
task. The language and the content are obtained from the input and are chosen according to what the learners need in order to carry out the task Hutchinson and
Waters, 1994:109. Therefore, it is important to establish the unity of both language and content throughout the unit.
c. Steps of Designing Materials
This part elaborates the steps or stages for developing units of the materials which are proposed by Hutchinson and Waters. The stages consist of
seven stages which would be described below: INPUT
CONTENT
TASK LANGUAGE
