17 In Hutchinson and Waters’ book titled English for Specific Purposes, they
were explained that ESP itself has some branches; they are English for Science and Technology EST, English for Business and Economics EBE, and English
for Social Science ESS. Hutchinson and Waters 1994 also said that every branch can be divided into two branches called English for academic purposes
EAP and English for occupational purposes EOP. The EAP of EST is English for medical studies EMS and the EOP of EST is English for techniques
E.Tech.. The EAP of EBE is English for economics EE and the EOP of EBE is English for Secretaries ES. The last one is ESS, the EAP of it is for psychology
EP and the EOP of it is English for teaching ET. Hence, there is a diagram that describe about English for specific purposes
that was written by Hutchinson and Waters 1994: 17. From this diagram, you can see the relation between ESP and the branches of ESP.
Figure 2.3 The ESP Diagram Hutchinson and Waters, 1994: 17
c. ESP Material Development
The teacher of ESP should be creative to make materials because sometimes, there are no course books to be followed. Hutchinson and Waters
ESP EST
EBE ESS
EAP EOP
EAP EOP
EAP EOP
EMS E.Tech.
EE ES
EP ET
18 1994 wrote that designing material is a matter of asking questions in order to
provide a reasoned basis for the subsequent process of syllabus design, material writing, classroom teaching and evaluation.
To know all reasons, we need to ask some questions that can be answered by conducting research. In English for Specific Purposes written by Hutchinson
and Waters 1994, we can see the diagram that describes the basic questions before we design ESP material.
WHAT? HOW?
Language Learning
Description Theories
SY ME
LL THO
A DOLO
BUS GY
E S P course
nature of parti
cular target
learning situation
WHO? WHY?
WHEN? WHERE?
Needs analysis
Figure 2.4 Factors Affecting ESP Course Design Hutchinson and Waters, 1994: 22
19 The diagram above shows that there are three main headings shown some
questions: language description, theories of learning and need analysis. In language description, there is written ‘what?’. It means that we can formulate
some questions related to language description using ‘what questions’ such as what the student needs to learn, what aspects of language will be needed and how
they will be described, what level proficiency must be achieved and what topics areas will need to be covered. Then, those questions will help the teachers to
develop a syllabus. However, in the learning theories part, we can see a word question ‘how?’
that includes some questions which can help teachers in designing method used in teachinglearning process. The questions are how the learning will be achieved,
what learning theory will underline the course and what kind of methodology will be employed.
In the last parts of the basic questions is need analysis that consists of four word questions: who, why, where and when. Those four questions can be
developed into several questions: why the student needs to learn, who is going to be involved in the process, where the learning process takes place is, when the
learning to take place is, how much time is available and how it will be distributed.
3. Collaborative Learning
