other tasks activities are pictures and picture stories, which can stimulate any communication activities, for example spot the difference, memory
test, or sequencing pictures to tell a story, puzzles and problems, which require learners to ‘make guesses, draw on their general knowledge and
personal experience, use their imagination and test their powers of logical reasoning’, and the last is discussions and decisions, which require the
learner to collect and share information to reach a decision. From the explanations above, it can be concluded that activities are
what the learners will do to the input in order to achieve the point of learning tasks. There are many kinds of activities which can be applied in
the learning materials in order to improve the students’ language skills. d. Teacher and Students’ Roles
Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal
relationships between the participants Nunan, 1990: 79. It means that both teacher and students have to be active during the teaching and
learning process in the classroom. In order to make the students more active in the classroom, teacher may use any activities which encourage
the students about the nature of language and ways to learn. It is more effective then asking the students to memorizing and manipulating the
language. According to Richards and Rodgers 1986 in Nunan 1990: 84, the
roles of the teacher are related to:
1. The types of functions teachers are expected to fulfill, such as, whether that of practice director, counselor, or model.
2. The degree of control the teacher has over how learning takes place.
3. The degree to which the teacher is responsible for content. 4. The interactional patterns that develop between teachers and
learners. It can be concluded that roles are the parts which should be considered
by teacher and students in order to carry out the task and maintain the social relationship in the classroom. It is important for teacher to use any
activities in order to make the students become more active rather than asking students to memorize and manipulate the language.
e. Settings Settings refer to the classroom arrangements specified or implied in
the task, and it also requires consideration of whether the task is to be carried out wholly or partly outside in the classroom. Related to the
setting, there are two different aspects of the learning situation. The first is mode, which is refers to whether the learner is operating on an individual
or group basis. The second is environment, which is refers to where the learning actually takes place. Considering those two different aspects of
the learning situation, the tasks should have three particular benefits below:
1. They provide learners with opportunities for genuine interactions which have a real – life point to them,
2. Learners can adopt communicative roles which bypass the teachers as intermediary.
3. They can change the in – class role relationship between teacher and pupils. Strevens 1987:171 in Nunan 1990:93
Those are the components of task which should be considered by teachers and material developers. It can be concluded that the goals and the activities in a
task or a learning material should be understand clearly by the teacher and the students. Besides that, the input should be encouraging to the students. Also, the
role of the teacher and students, and the setting in the task should be understand clearly in order to make the teaching and learning process more effective.
3. English for Specific Purposes ESP a.
Definition of ESP
Hutchinson and Waters 1987: 19 define English for Specific Purposes ESP as an approach to language teaching in which all decision as to content and
method are based on the learners’ reasons for learning. In other words, the content and the method in ESP should be based on the learners’ needs. The background of
ESP is based on the following reasons: a. The demand of brave new world
After the Second World War, the development of economic, science, and technical activities in the world are growing fast. The effect from the
development of those three fields is that people are learning English not only for prestige, but also because English is the key of those three fields.
As English become the international language, it creates a new generation of learners who know specifically why they are learning language.
b. A revolution in linguistics The teaching and learning process of English in ESP should be based on
specific groups of learners. If a language varies from one language to another, it should be possible to determine the features of the specific
situations and then make the features the basis of the learners’ course. In other words, the English needed by a particular group of learners could be
identified by analyzing the linguistics characteristics of their specialist area of work or study.
c. Focus on the learner In ESP, learners are seen to have different needs and interests, which
would have an important influence on their motivation to learn and on their effectiveness of learning. Here, the courses that are relevance to the
learners’ needs would improve the learners’ motivation and make learning better and faster.
From the explanation above, the development of ESP is influenced by the development in economic, science, and technical fields, which creates the learners
who know specifically why they are learning English. The content and the method for ESP should be based on the learners’ needs in order to improve the learners’
motivation and make them learn language better.
b. Needs Analysis on ESP
Before conducting a course design, needs analysis is needed in ESP in order to specify why the learners need to learn English. There are two kinds of needs in
ESP, according to Hutchinson and Waters 1987: 54: 1. Target needs
Target needs belong to what the learners need to do in the target situation. In analyzing the target needs, there are three considerations which should
be considered namely necessities, lacks, and wants. a. Necessities:
This term belongs to what the learners have to know in order to function effectively in the target situation. Learners will also need to
know the linguistics features – discourse, functional, structural, and lexical – which are commonly used in the situations identified.
b. Lacks This term belongs to the gap between the target proficiency and the
existing proficiency. Whether or not the learners need the instruction will depend on how well they can do it already.
c. Wants This term belongs to what the learners’ need from an ESP course. Here,
before starts designing an ESP course, teachers and material developers have to know what are needed by the learners from joining an ESP
course.
2. Learning needs Learning needs are the knowledge and abilities that learners will require in
order to be able to perform to the required degree of competence in the target situation. The information about learning needs may be recorded in
the form of language items, skills, strategies, or subject knowledge which is needed by ESP course designers.
c. ESP Course Design
Hutchinson and Waters 1987: 65 define course design as the process by which the raw data about a learning need is interpreted in order to produce an
integrated series of teaching – learning experiences, which the aim is to lead the learners to a particular state of knowledge. This process deals with producing a
syllabus, adapting or producing materials according to the syllabus, developing the teaching method for the material, and evaluating the teaching and learning
process by which the specific goals of ESP teaching will be measured. The steps of ESP course design will be explained below:
1. Designing Syllabus A syllabus is a document which says what will, or at least, what
should be learnt Hutchinson and Waters, 1987: 80. There are some reasons why a syllabus is needed in the process of ESP course design:
a. Language is a complex entity. Here, a syllabus provides a basic for the division of assessment, textbooks, and learning time.
