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2. Bilingual Education
Bilingual Education is common troughout the world and involves hundreds of languages.
For Indonesia itself, the pioneer bilingual class uses mostly English and less Indonesia as the language of instruction in mathematics
and science class. Since the designed materials are for bilingual preparation program, it is important for the writer to know the definition of Bilingual
Education and its advantages and types as well as its technique.
a. The Definition and its Advantages
Bilingualism is the ability to communicate in two different languages and bilingual education is the use of two different languages in classroom instruction
Alic, 2006. Research indicates that there are numerus advantages to bilingualism. Bilingualism has been reported to improve the following skills:
verbal and linguistic abilities
general reasoning
concept formation
divergent thinking
metalinguistic skills, the ability to analyze and talk about language and
control language processing. These abilities are important for reading development in young children and may
be a prerequisite for later learning to read and write in a new language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. Types of Bilingual Education
There are numerous approaches to bilingual education, although all include English as a second language ESL. ESL is English language instruction
that includes little or no use of a child’s native language. ESL classes often include students with many different primary languages. Some schools districts
use a variety of approaches to bilingual education, designing individual programs based on the needs of each child. According to Baker 1996: 19, there are four
basic types of bilingual eduation. They are Transitional Bilingual Education TBE, Submersion, English as a Second Language ESL, and immersion.
The common approach is Transitional Bilingual Education TBE. It is the theory that “reading in one’s native language facilitates reading in a second
language . . . [And] that children’s achievement in a second language depends on their mastery of their native language” Porter, 1990. In other words, a solid
foundation in the students’ native language best prepares them for learning in English.
c. The Technique
Supporting the theory named Transitional Bilingual Education TBE, C. J. Dodson 19671972 developed a technique which can be used in bilingual
education. The name is The Sandwich-technique. In this technique, he provides the most direct form of access to meaning possible by using oral mother-tongue
equivalents at sentence level to convey the meaning of unknown words or structures. Interference from the mother tongue is avoided because the teacher
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says each dialogue sentence twice, with the mother tongue version sandwiched between:
Taken from C. J Dodson, 19671972 Therefore, after knowing what a bilingual education and its advantages,
types, and technique are, the writer needs to know about the theory of English for Specific Purpose.
3. English for Specific Purpose ESP
In this part, the writer intends to discuss English for Specific Purpose ESP because the designed materials, in this study, will be English for Specific
Purpose ESP designed materials, especially the branch of ESP, that is, English for Teaching Purpose EAP.
a. The Definition and Criteria of ESP
According to Hutchinson and Waters 1987: 19, ESP must be seen as an approach not as a product. ESP is an approach to language teaching in which all
decisions as to content and method are based on the learner’s reason for learning. Robinson 1991: 2 proposes numbers of features, which are considered as the
“criteria of ESP”. The features are as follows: 1.
ESP is ordinarily goal directed. People learn English to achieve certain goal. They need English not merely
because they are interested in general English, but because they need it for study
Teacher or tape: Would you mind if I brought a friend? Teacher
: Konnte ich vielleicht einen Freund eine Freundin mitbringen? Teacher
: Would you mind if I brought a friend? Teacher points to pupils to repeat the sentence after him.
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or work purpose. Therefore, the objectives, materials, and teaching learning activities must be suitable with the purpose or goal.
2. Need analysis is paramount to design an ESP course
It means that the aim of the course is first identified by the learners need analysis. The purpose of the needs analysis is to identify and specify what the
students need in learning English. It emphasizes the target of the course goal. 3.
In ESP course, the participants are usually adults rather than children. People who learn in an ESP course are normally people who have
experienced in learning English. They have learned English for general. They need ESP to continue their English in more specific way related to their study or
work. 4.
The class of ESP should come from identical learners. People who learn in an ESP course must have the same kind of work field
of specialist although their ages are different one another. It is not common for an ESP class to have learners with various studies or works.
5. There is usually clear time period for the course.
The objectives should closely specify and be related to the time available. It implies the collaboration and negotiation among those who involved in the
course, for examples, organizer, teacher, and students.
b. Needs Analysis
Needs analysis is very important in ESP course. Needs analysis differentiates general English and English for Specific Purpose ESP. Hutchinson
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