The Nature of ESP Needs Analysis

are available, it may not be possible to buy them because of currency or import restrictions. In writing materials, the writers may follow a model by Hutchinson and Waters. This model aims to provide a coherent framework for the integration of various learning aspects, while at the same time allowing enough room for creativity and variety to flourish according to Hutchinson and Waters 1987:108. The model of materials development in ESP by Hutchinson and Waters consists of four elements; input, content focus, language focus, and task. The main focus of each unit of the materials is task. The language and content are drawn from the input and are selected based on what learners need to do the task. Hutchinson and Waters 1987:108 proposed the four elements of the materials design model: input, content focus, language focus, and task. 1. Input. Input may be in the form of text, dialogue, diagram, video-recording or any piece of communication data. Things provided in input are: - Stimulus material for activities - New language items - Correct models of language use - A topic for communication - Opportunities for learners to use their information processing skills - Opportunities for learners to use their existing knowledge both of the language and the subject matter. 2. Content Focus. Non-linguistic content should be exploited to generate meaningful communication in the classroom since language is a means of conveying information and feelings about something and it is not an end in itself. 3. Language Focus. In language focus, learners have the chance to take the language to pieces, study how it works and practise putting it back together again. 4. Tasks. Task is the primary focus of the unit. Materials should be designed, therefore, to lead towards a communicative task in which learners use the content and language knowledge they have built up through the unit. Those four elements are presented as follows: Figure 1: A Materials Design Model by Hutchinson and Waters 1987:109 Input Task Language Content

2. Learning Materials

a. The Definition of Materials

Teaching English cannot be separated from the presence of materials. There are some experts who define materials quite similarly. Tomlinson 1998:2 defines materials as anything used by teachers or learners to facilitate language learning. He states that materials can be vary; cassette, video, dictionary, grammar book, photograph, newspaper, live talk native speaker, etc. Richards 2001: 251 defines instructional materials as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Those materials may take the form of a printed materials such as books, workbooks, worksheets or readers; b nonprint materials such as cassette or audio materials, videos, or computer-based materials; and c materials that comprise both print and non print sources such as self-access materials and materials on the internet. In line with Tomlinson and Richards, Richards and Schmidt 2002: 322 define materials in language teaching as everything used by teachers or learners to facilitate the learning of a language. Those can be linguistic, visual, auditory, or kinesthetic, and they may be presented in print, audio or video form, on CD- ROMS, on the internet or through live performance or display. In short, materials are anything which helps the students in learning language. They can be in form of printed i.e. textbooks, nonprinted materials i.e. audio materials, and materials that comprise both print and nonprint sources i.e. selfaccess materials, and materials from the internet.