designer, teachers, and other factors cannot fullfil what the learners want. Thus, the combination of necessities, lacks, and wants is important for course
designer to decide the exact needs that meet the learners. Besides conducting needs analysis through necessities, lacks, and
wants to find out the learners target needs, course designers also have to know what learning needs are. Learning needs refer to what students should do to
achieve the target situation. When the learners have already known what their goal of study, the difficulties they have, and other things they want to know,
there is also must be a route or road to link them. Through knowing the learning needs, a course designer should consider some other aspects such as
the condition of the learning situation, the existing knowledge and skills, and the motivation of learning English. Learning needs also tell which learning
methods and learning materials students have to learn in order to achieve the target situation.
c. Materials Development in ESP
Materials are anything used by teachers and learners to achieve the goals of learning Tomlinson, 1998 and material development is basically dealing with
selection, adaptation,and creation of teachingmaterials Nunan, 1991. According Richards 2001 teaching materials in the process of teaching and learning
functions as the language input for learners, ideas for teachers in planning and teachinglessons. In line with this, Dudley-Evans and St. John 1998 suggest that
for teachers of ESP courses, teaching materials function as a source of language, learning support, for motivation and stimulation, and for reference.
Hutchinson Waters 1987:107 describe some principles to take into account in ESP materials.
a Materials provide a stimulus to learning. Good materials do not teach, but they encourage learners to learn. It should contain interesting text,
enjoyable activities and opportunities to use existing knowledge and skills and content which both learners and teacher able to deal with.
b Materials help to organise the teaching-learning process, by providing a path through the complex mass of the language to be learnt. It other words,
it should provide a clear and coherent unit structure which will guide teachers and learners through various activities. Besides, in order to make
materials interesting, it should look different in terms of texts, illustrations, type and number of exercises.
c Materials embody a view of the nature of language and learning. It means that materials should reflect what language and learning aspects that it
needs to contain. For example, providing texts that will raise interest, giving challenging exercises which engages creative thinking, and
reinforcement. d Materials reflect the nature of learning task. Although language learning is
such a complex process, materials should try to reflect the complexity of the task, yet makes it suitable for learners.
e Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.
f Materials provide models of correct and appropriate language use. However, it is not simple becoming the language use, but it is a vehicle for
language learning that can accommodate learners to understand language in discourse level.
In order to make the materials relevant to what the learners need, materials development in ESP should be in line with the approach used in the
materials. Content-based instruction CBI is considered as the most effective approach to be used since it can associate the materials development with the
learners’ needs in learning a second language Richards and Rodgers, 2001:207.
3. Content-based Instruction CBI
Content-based instruction CBI connects with the ESP in which it aims to prepare learners for real-world demands and fulfil their needs by providing
relevant content for the learners. CBI can offer unlimited source to match students’ needs with interesting and meaningful content Richards Rodgers,
2001:218.
a. Definition and Principles of CBI
CBI is defined as an approach to second language teaching in which teaching is organized around the content or information that students will acquire,
rather than around a linguistic or other type of syllabus Richards and Rodgers, 2001:204. Brinton, Snow and Wesche 1989:2 define CBI as the integration of
content with language-teaching aims. Brinton 2003:201 also conveys that CBI is “the teaching of language through exposure to content that is interesting and
rel evant to learners”. Krahnke in Richards and Rodgers 2001 defines the term as
follow: ...the content-based instruction CBI is the teaching of
content or information in the language being learned with little or no direct or explicit effort to teaching the language
itself separately from the content being taught... Krahnke, 1987: 65.
Further, Strevens 1978: 190 adds characteristics of CBI as follows: a The language-use purposes of the learner are paramount.
b The content is restricted to fit the learners purposes, selected according to hisher interests, developed through themes and
topics. c Needs and focused to satisfy hisher communicative needs.
d The methodology may be any that is appropriate to the learning and teaching situation.
