The Characteristics of ESP Program

b Interviews Mackay as cited by Robinson uses the “structured interview” where the questionnaire is used by the interviewer to guide the interviewee Robinson, 1991: 12-13. Tarantino as cited by Robinson states that the advantage of interviews is that the interviewer can help the respondents to clarify and record their answers and explanations Robinson, 1991: 12-13. Mackay adds that the interviewer can elicit interesting information that occurs while having a planned agenda to follow. c Observation Observation is conducted to see the will-be students’ behavior and performances, for instance, in workplace. It is done to complete information in needs analysis. d Case studies Case study is “one particular type of observation, in which each individual is shadowed over a period of time.” According to Schmidt, as cited by Robinson, case study is used to identify difficult linguistic features and provide information to support needs analysis Robinson, 1991: 13. Schmidt as quoted by Robinson states some advantages of using case studies as a method in needs analysis. It is explained in the passage below. Schmidt suggests that the advantages of the case study method are that it gives the ‘possibility of an in-depth study over a period of time, the opportunity to appeal to the student’s intuitions about his or her difficulties and needs in more detail than in the oral interview or questionnaires, and the occasion for the curriculum developer to do direct observation of the student in the classroom and study situation to gain insight into the student’s own methods of learning . Robinson, 1991: 13-14 Meanwhile, the disadvantage is it takes much time to conduct and the results may not be generalized. e Tests Students are better being tested before the ESP course to get information about their present English proficiency and their lacks. The test must be reliable and valid, so the scores can be easily interpreted. f Authentic data collection Authentic data collection refers to the making of audio video recordings. The disadvantage of the authentic data collection is it is difficult to determine what is “salient” and “useful” and what is “just interesting” Robinson: 1991: 14. g Participatory needs analysis It involves asking students to be more active by asking them to take part in a discussion about their needs and wants. They are also asked to make recommendations about what should happen in the course. Students are asked to take part in the next research about, for example, their work or their study. They can inform to the ESP teacher about needs that emerge during the course so the teacher can gather more information about the course. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI If Robinson suggests the use of seven ways that have been described above, Hutchinson and Waters 1987: 58 suggest the use of: a Questionnaires b Interviews c Observation d Data collection, for example gathering texts, and e Informal consultations with sponsors, learners, and others Hutchinson and Waters state that the analysis of target situation needs can be conducted by asking questions about the target situation and their attitudes of learners in the learning process 1987: 59-60. The questions to collect information about target situation needs are: a Why is the language needed? The question is asked to know students’ purposes in learning English. They can learn it for study, for work, for training, for a combination of these, or for some other purposes, for example, status, examination, or promotion. b How will the language be used? This question refers to the medium, channel, and types of text or discourse in using the language. The medium means whether the language is used for speaking, reading, writing, etc. The channel means whether the language is used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI through telephone, face to face, etc. The types of text or discourse mean whether the language is used in academic texts, lectures, informal conversations, technical manuals, or catalogues. c What will the content areas be? This question reveals the subjects in which the language will be used and the level of students. The examples of the subjects are medicine, biology, architecture, shipping, commerce, or engineering. Meanwhile, the examples of the level are technician, craftsman, or postgraduate. d Who will the learner use the language with? This question gives information about people whom the students interact with by using the language, whether or not the people are native speakers. The level of knowledge of receiver can also be acquired by asking this question; whether they are experts, laymen, or students. The relationship of the receiver is also elicited from this question, whether the receiver is colleague, teacher, costumer, superior, or subordinate. e Where will the language be used? This question provides information about the place where the language will be used. It includes physical setting office, lecture theater, hotel, workshop, or library, human context alone, meetings, demonstrations, or telephone, and linguistic context in own country or abroad. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI f When will the language be used? This question gives information about the time, for example concurrently with the ESP course or subsequently, and about the frequency in using the language. The characteristics explained above meet the qualifications of Kaban Group Shop. The personnel of Kaban Group, who are adult learners, have a certain goal to follow ESP program; that is to be able to communicate using English effectively. This goal and some other information are attained from the needs analysis that has been conducted via interview. In this study, the needs analysis will be conducted by setting an informal interview, distributing questionnaires, and holding an observation. These three ways reveal the learners’ necessities, wants and lacks. Questions about the target situation and their attitudes of learners in the learning process will be asked to them to find out their necessities, wants, and lacks.

d. Designing ESP

Designing ESP means thinking about designing course materials since it is one important part in ESP program. It shows the teaching learning process. Here are some principles need to be understood before designing materials as Hutchinson and Waters 1987: 107-208 say: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI a Good materials means stimulus to learning and encourage students to learn. Good materials contain interesting texts, enjoyable activities, opportunities for learners to use their existing knowledge and skills, and content that is suitable for the teacher and the learners. b Materials should help the teaching-learning process. Good materials provides a clear and coherent unit for a guidance by the teacher and the learners in teaching-learning process and can guide the teacher in planning lessons and encourage learners to progress and make achievement in their learning. Avoid the same type of text and illustration, and the same type of number and exercises. The materials must be clear and systematic, but flexible enough for creativity and variety. c Materials embody a view of the nature of language and learning. Materials reflect the materials writer’s thought and feeling about the learning process. d Materials reflect the nature of the learning task. Materials should create “a balanced outlook” which reflects the complexity of the task and make it appear manageable. The materials writer must realize that learning is a complex process involving different kinds and levels of knowledge. e Materials have function to broaden the basis of teacher training by introducing new techniques to him. f Materials provide correct model of appropriate language use. Hutchinson and Waters suggest model for writing materials 1987: 108-109. The model provides “a coherent framework of integration of various aspects of learning” and allows “creativity and variety” to develop. The model consists of four elements, which are 1987: 108-109: a Input It can be in the form of a text, dialogue, video- recording, diagram, or any defined in the analysis. The input provides: 1 Stimulus material for activities 2 New language items 3 Models of language use 4 Topic for communication 5 Opportunities for learners to use their information processing skills 6 Opportunities for learners to use their existing knowledge both of the language and the subject matter In this study, input consists of a picture and questions related to the topic that will be discussed also two daily-like- situation dialogues complete with language expressions. b Content focus The content focus generates meaningful communication in the classroom since language is used to convey information. In this study, content focus consists of two parts, namely language expressions and word list. However some units consist of three parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in order to clarify time zone differentiation between Indonesia and Western countries. Meanwhile, Name of the Goods is added to unit 5 to let students familiarize with the English names of leather goods. c Language focus It gives the learners the chance to take the language into pieces, study how it woks and practice putting it back. In this study, language focus consists of grammar lessons that support the topic that is discussed and language exercises on grammar. d Task Materials lead towards a communicative task, which “the learners can use the content and language knowledge they have built through the unit.” In this study, task consists of some communicative activities that can be used by students to practice English, such as games, role play, simulation, etc. The figure A Material Design Model shows the relation between input, content focus, language focus, and task. Figure 2: A Materials Design Model Hutchinson and Waters, 1987: 109 INPUT LANGUAGE TASK CONTENT