Criteria of ESP English for Specific Purposes

24 English for Specific Purposes English for Academic Purposes English for Occupational Purposes English for English for English for English for English for English for Academic Academic Academic Academic Professional Vocational Science and Medical Legal Finance and Purposes Purposes Technology Purposes Purposes Economics Medical Business Pre-vocational Vocational Purposes Purposes English English Figure 2.4: ESP Classification by Dudley Evans and John 1998:6 The term English for Occupational Purposes EOP refers to English that is not for academic purposes. EOP is divided into two categories, namely: English for professional purposes and English for vocational purposes. English for professional purposes includes professional purposes in administration, medicine, law, and business. English for vocational purposes includes vocational English and pre vocational-English. Vocational English focuses on the language of training for specific trades or occupations. Pre vocational-English deals with finding a job and interview skills. English for the Junior KYM Sisters can be said as a part of vocational English because it relates to Sisters ’ job. However, in this study, the term vocational English is not vocational English for specific occupations as mentioned by Dudley Evans and John; it is related to KYM Congregation work field. 25

4. Task-Based Language Teaching TBLT

Long 1985 states task-based language teaching is an approach in language teaching in terms of target tasks. According to Long, “target task is a piece of work undertaken for oneself or for others, freely or for some reward as cited in Nunan, 2004, p. 2. Based on the definition, it can be said that task-based language teaching focuses on using authentic language in the classroom in which the learners will learn more based on the tasks given. In this part, the writer would like to discuss four elements of TBLT, namely the principles of task-based language teaching, teacher roles, learners roles, and activity types.

a. The Principles of Task-Based Language Teaching

Nunan 2004 summarizes seven principles of task-based language teaching. Those principles are presented as follows: 1. Scaffolding An educator provides a supporting framework inside which the learning can take place. The educator needs to realize that at the beginning of the learning process, the learners should not be expected to produce language that has not been introduced. 2. Task Dependency The educator must be careful in making the task dependency framework. At the beginning of the instruction, it is important to let the learners spend greater their time in the receptive reading and listening tasks than in the productive tasks. Later on, the proportion changes and the learners spend more time in the productive speaking and writing tasks.