23 suitable for teaching speaking. It is because the activities in cooperative learning
are related to those teaching speaking needs many practices with other.
3. English for Specific Purpose ESP
English for Specific Purpose is an approach to language teaching in which all decisions as to content and method are based on the learners‘ reason for
learning Tom Hutchinson, 1987:19. Designing a course is basically a matter of asking questions in order to
provide a reasonable basis for the subsequent processes of syllabus design and materials design. Hutchinson and Waters say
, ―a very wide range of questions: general and specific, theoretical and practical are needed in order to make course
design ‖ 1987:21. These questions will be answered in the form of data of need
analysis. The writer needs to know: a.
Why does the learner need to learn? b.
Who is going to involved in the process? c.
What do the learners need to learn? d.
What potential does the learning provide? e.
What level of proficiency must be achieved? f.
What topic areas will need to be covered? g.
What learning theory will underline the course? h.
What kind of methodology will be employed? i.
How will the learning be achieved? j.
How much time is available for each unit? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
What language Syllabus
ESP Motho- How learning description
course dology theories
Nature of Particular
target and learning
situation
How? Why? What? Who? Need analysis
Figure 2.1. : Factors Affecting ESP Course Design Hutchinson and Waters, 1987:22
The writer investigates these basic questions more thoroughly by classifying them into three main headings: language descriptions, theories of learning, and
need analysis. a.
Language Description It is important to understand the main feature of each language description in
order to consider how they can be used in appropriately in ESP course. b.
Theories of Learning The starting point for language teaching should be an understanding of how
the learners learn. Theories of learning are conditioned by the way in which the mind observes, organizes, and store information.
25 c.
Need Analysis Need analysis should be obtained first as a direction of teaching learning
process. It is used to clarify what the learners have to do in learning English. The writer uses questionnaires and informal interviews in order to investigate the need
analysis. The clarification of need analysis can be seen as follows: 1
Target Needs Target Needs are what the learners need to do in the target situation. The
target needs contains three aspects: a
Necessities Necessities are the type of need which is determined by the demand of the
target situation is what the learners have to know the function of effectiveness the target language.
b Lacks
It is important to know the learners have already learnt in order to see what the learners‘ lack.
c Wants
The materials designer has to support the target needs with the learners‘ view of their needs. The learners are asked to tell what they want about the
subject. 2
Learning Needs Learning Needs are what the learners need to do in order to learn. It is a kind
of the specific content of target needs. Hutchingson and Waters 1987:55 specify the learning needs into how the learners learn.
26 In conclusion, ESP is an approach in designing a set of materials. It helps
the writer to get the learners‘ needs, lacks, and wants so that the materials
designed are suitable to what the learners need.
4. Syllabus
