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The teacher is a guide of the teaching and learning process while learner needs, wants and desires are the focus of the models Yalden 1987: 89.
2.1.2 English for Specific Purposes ESP
The writer presents the definition of ESP, the criteria of ESP, the syllabus in ESP, ESP materials design model, and classification of ESP, the definition of
English for Concierge Personnel in order to give an overall view of how English for the concierge personnel becomes part of ESP.
2.1.2.1 The Definition of ESP
ESP is considered to be an important approach not a product of language teaching, in which all decisions as to content and method are based on the
learner’s reason for learning. ESP is not a particular type of teaching material but is an approach to language learning, based on learner needs.
Hutchinson and Waters state that ESP was not a planned and coherent movement, but rather a phenomenon that grew 1987: 6-7. They identify three
main reasons for the emergence of ESP as follows: the demand of a brave new world, revolution in linguistics and focus on learners.
The last reason is the same reason for the writer to design a set of integrated English instructional materials for concierge personnel. The
designed materials are focused on learners, meaning to say that the assumption underlying this design was the clear relevance of the course itself to the
learner’s needs that would improve the learner’s motivation and thereby make learning better and faster. If learning motivation is high, learning process will be
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effective. In this design material, ESP, then, is an approach to language teaching in which all decisions as to content and method are based on learner’s reason for
learning. The aims and objectives of these designed materials emphasize what they need and want, and how they use English to support their jobs.
2.1.2.2 The Characters of ESP
The designer considers this part an important one, because it explains the characters of ESP that becomes the basis for designing the materials which have
specific goals and focus on the learners needs. Robinson 1991: 2-5 suggests the characteristics of ESP, as follows: ESP is ordinarily goal directed; people study
English not because they are interested in the English language as such but because they need English for study or work purpose; they want to achieve a certain goal for
study. Consequently, the materials and activities must be appropriate to their study area or work purposes.
Second, an ESP course is based on a needs’ analysis, which should be obtained first before planning any material. It is important to specify exactly what
the learners have to do in learning English. It formerly focused rather exclusively on target or end course requirements. In ESP, the role of a needs’ analysis is so
important to give a view of what the learners should do, or their initial needs in the target situation. There is usually a clearly specified period for the course, which
means that objectives should be specified and their realisation related to the time available.
Third, people who learn ESP in class should be identical. They should work in the same field. All students in a class should be involved in the same kind of
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work or specialist study. People who study ESP are usually adult rather than children; usually people who study ESP have studied general English, so they need
ESP to continue their learning of English in more a specific way, related to their study or work.
2.1.2.3 Syllabus
