Android Mobile-Assisted Language Learning MALL

35 and it focuses on materials-driven and as a classroom-based activity concerned with practical outcomes. There are some definitions on the terms of ESP. Hutchinson and Waters 1987 states that ESP does not relate to “a particular kind of language or methodology, or a particula r type of teaching material” since ESP is considered as an approach rather than a product. ESP focuses on the learners, the language required and the learning context which then establishes the primary need in ESP. Hence, it can be said that ESP is an approach to language teaching which the goal, content and method are based on the learner’s need of learning. Besides Hutchinson and Waters, another scholar also gives the definition of ESP in terms of its characteristics. Streven 1988 in Evans, 1998 describes that ESP consists of two kinds of characteristics, absolute characteristics and variable characteristics. The absolute characteristics compromise that ESP consists of English Language Teaching which is” designed to meet specified need of the learners”; related in content to particular disciplines, occupations and activities which is designed through its themes and topics; “centred on language appropriate to those activities in syntax, lexis, discourse, semantics and soon, and analysis of the discourse”; “in contrast with General English”. While the variable characteristics related to the teaching methodology which consists of two aspects, the first is the ESP “restricted as to learning skills to be learned” which means it may only consist of one language skill for instance writing only and the second one is that ESP “may not be taught according to any pre-ordained methodology”. The characteristics of ESP differentiates it with ‘General English’ as well as support the definition of ESP which not merely focus on the need of the learners, 36 but it is “aware” of the need of the learners. In accordance with what is stated by Streven 1988 in Evans,1998 also distinguishes ESP based on two characteristics, the absolute and variable characteristics. The absolute characteristics described that ESP: is designed to meet specific needs of the learners; makes use of the underlying methodology and activities of the disciplines it serves; is centred on language grammar, lexis, register, skills, discourse and genres appropriate to these activities. While the variable characteristics define ESP into four aspects: ESP may be related to or designed for specific disciplines; it may use, in specific teaching situations, a different methodology from that of general English; it is likely to designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be used for learners at secondary school level; it is generally designed for intermediate or advanced students. Most ESP courses assume basic knowledge of the language system, but it can be used with beginners.

b. Classification of ESP

In terms of teaching ESP, need analysis on developing the teaching and materials, the activities that centred on language, skills, discourse as well as the methodology become the defining features in ESP. Carter 2001 further states that ESP itself is divided into two main categories, namely English for Occupational Purposes EOP and English for Academic Purposes EAP. While Kennedy Bolitho 1984, as stated in Khan 2011, categorize ESP into three types. First, English for academic purposes EAP, which is taught in an academic context, in a target situation according to learner’s needs and sponsor’s targets as a school subject independent or integrated and as a discipline-based pre-studypre- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI