English in Vocational High School

discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts. Brown, 2000: 272 Speaking: - Produce chunks of language of different lengths. - Orally produce differences among the English phonemes and allophonic variants. - Use grammatical word classes noun, verbs, etc., systems e.g. tense, agreement, and pluralisation, word order, patterns, rules, and elliptical forms. - Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups, and sentences. - Express particular meaning in different grammatical forms. - Accomplish appropriate communicative functions according to situation, participants, and goals. - Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, and appealing for help. Brown, 2000: 307 Writing: - Produce graphemes and orthographic patterns of English. - Produce an acceptable core of words and use appropriate word order patterns. - Use acceptable grammatical system e.g. tense, agreement, and pluralisation, patterns, and rules. - Express a particular meaning in different grammatical forms. - Use cohesive devices in written discourse. - Appropriately accomplish the communicative functions of written texts according to form and purpose. - Convey links and connections between events and communicate such as relations as main idea, supporting idea, new information, given information, generalization, and exemplification. - Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrase continued continued and synonyms, etc. Brown, 2000: 343

2. English for Specific Purposes ESP

a. The Definition of ESP

Hutchinson and Waters 1987: 19 define ESP as an approach to language teaching in which the decisions related to content and method are based on learner need and learner’s reason for learning. In addition, Johns in Paltridge Starfield, 2013: 2 states that ESP is the teaching and learning of English whe re the learners’ goal is to use English in particular field. Further, Nunan 2004: 7 adds that ESP is an important subcomponent of language teaching which has its own approaches to curriculum development, materials design, pedagogy, testing and research. Thus, it can be said that ESP is an approach of language teaching based on the learners’ needs in using English.

b. The Need Analysis in ESP

Need analysis is the procedures in gathering information about the learners’ needs as the basis for developing the curriculum Richards, 2001: 51; Brown, 1995: 35. Furthermore, Hutchinson and Waters 1987: 12 define need analysis as identifying the target situation and carrying out the detailed analysis of the linguistic features that will form the syllabus of the ESP course. Richards 2001: 53 lists the reasons why need analysis should be conducted before designing materials as follows: continued