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Language, which is also known as General English? The difference between ESP and General English GE is described in http:www.usingenglish.comarticles
teaching-english-specialpurposes.html as follows: The most important difference lies in the learners and their purposes for
learning English. ESP students are usually adults who already have learned English before and are learning the language in order to be able to
communicate well to perform particular job-related functions. An ESP program is therefore built on needs. The ESP focus is that English is not
taught as a subject separated from the students real world. ESP is integrated into a subject matter area which is important to the learners.
b. The Classification of ESP
English Instructional Materials for Mechanical Engineering students of Sanata Dharma University can be included as a part in English for Science and
Technology EST. EST is the branch of English for Specific Purposes ESP. The relationship between EST and ESP is shown in Figure 2.2.
English Language Teaching
EMT English as a
Mother Tongue
EFL English as a
Foreign Language
ESL English as a
Second Language
ESP English for Specific Purposes
GE General English
EST English for
Science and
EBE English for
Business and ESS
English for Social Sciences
Figure 2.2. The Branch of ELT Hutchinson and Waters, 1987: 17
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The term of Mechanical Engineering students refers to the students who have been studying about Mechanical Engineering subject. Mechanical
Engineering itself is a part of science and technology globally. It is clearly stated in Figure 2.3.
EST
Science
Engineering and Technology
Mechanical
Electrical Civil
Chemical Production
Information Physical Sciences
Earth Sciences Life Sciences
Figure 2.3. The Branch of EST John Swales, 1988: xv
c. Needs Analysis
Needs Analysis is a process to find out the learners’ needs. There are some ways to gather the learners’ needs. According to Hutchinson and Waters 1987:
58, “The most frequently ways used are questionnaires, interviews, observations, data collection, and informal consultations, and others.” Here is the target
situation analysis framework presented by Hutchinson and Waters 1987: 59. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1 Why is the language needed?
Firstly, a course designer needs to know why the language is needed by the learners. The course designer has to know whether the language is for study,
work, training, or for some other purposes. 2
How will the language be used? Next, the course designer needs to seek out how the language will be used.
Will the language be used for medium use of speaking, reading, or writing? Will it be used through the channel of telephone or in a face to face
interaction? Will the language be used in a lecture, informal conversation, academic texts, technical manuals, or catalogues?
3 What will the content areas be?
Content areas should also be known. A course designer needs to know whether the content areas will be about medicine, biology, architecture,
shipping, commerce, or engineering. Furthermore, the course designer should know the level of the learners whether they are technician, craftsman,
postgraduate, or secondary school. 4
Whom will the learner use the language with? Whom the learner will use the language with also needs to be considered. Will
the learners use the language to native speakers or non-native ones? What is the level of knowledge of the receivers? Are they expert, layman, or student?
What is the relationship between the learner and the receiver? Are they colleague, teacher, customer, superior, or subordinate?
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5 Where will the language be used?
Physical setting where the language will be used also needs to be considered carefully. A course designer needs to consider in which physical setting the
language will be used. Will it be used in the office, lecture, theatre, hotel, workshop, or library? In which human context the language will be used. Will
the language be used alone, in meetings, demonstrations, on telephone? In which linguistic context the language will be used. Will the language be used
in own country or abroad? 6
When will the language be used? A course designer should also consider about when the language will be used.
Will the language be used concurrently with the ESP course or subsequently? Will it be used frequently? Will it be used in small or in large amounts?
B. Theoretical Framework
